The Dual Paradox and Beyond in Teaching Harmony and Conflict: On the Educational Implication of Teaching Conflict
The existence of dual paradox in teaching have two states of harmony and conflict, mainly characterized: the absence of “teaching conflict” dwarf teaching as control and discipline; teaching harmonious cause excessive expansion of the teaching “of the superficial” and “formal”; separation of teaching harmony and conflict causes lack of motivation of teaching. This article based on the definite and analysis of the teaching of conflict to imply the promotion of individual development of teachers and teaching groups in the development of the educational implication. Meanwhile, the paper argues that teaching should be to maintain the necessary tension and build two-way relationship between harmony and conflict. In order to get out of teaching in “harmony-conflict” dual paradox, we must first explore the path such as re-teaching “harmony-conflict” concept; conservation teaching courage to accept teaching conflict; Enhance teaching wisdom of the “conflict” to “harmony”. Second, build out of the environment protection of teaching of conflict and harmony in the of dual paradox such as the creation of a culture of dialogue, improve the teaching management, improved evaluation mechanisms.
|關鍵詞||教学和谐、教学冲突、二元悖论、对话文化、教学管理、teaching harmony、teaching conflict、dual paradox、the culture of dialogue、teaching management|