本文選題：學生行為　切入點：關系意義　出處：《教育科學研究》2014年09期 　論文類型：期刊論文

【摘要】：學生在特定場景中的行為表現(xiàn),是其內(nèi)在的關系意義的表達。經(jīng)驗和前見使得教師往往受對學生行為情勢評估之支配而常常忽略學生行為的關系意義,僅專注于學生的行為表現(xiàn),致使教育出發(fā)點選擇發(fā)生謬誤,導致教育的無效或低效。有效的教育實踐需要教師準確地理解學生行為的關系意義,重構學生行為由以發(fā)生的背景、處境、意圖與決定之關系。為此,教師應該采取以質(zhì)問方式而顯現(xiàn)的對話方法,借此解除教師對于學生的理解之蔽。
[Abstract]:The behavior performance of students in a particular scene is the expression of their internal relationship meaning. Experience and previous views make teachers often be subject to the assessment of students' behavior situation and often ignore the relational significance of students' behavior. Focusing only on the behavior of students leads to the fallacy of the choice of starting point of education, which leads to the invalidation or inefficiency of education. Effective educational practice requires teachers to accurately understand the relationship between student behavior and reconstruct the background in which student behavior occurs. For this reason, teachers should adopt the method of dialogue which is revealed by questioning, in order to lift the teachers' understanding of students in the light of the situation and the relationship between intention and decision.
【作者單位】： 安徽師范大學教育科學學院;
【分類號】：G451

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