發(fā)布時間：2018-06-10 03:13

  本文選題：教學(xué)機智 + 教學(xué)情境　； 參考：《中國教育學(xué)刊》2013年05期

【摘要】：教學(xué)機智雖然是教師作出的教學(xué)行動,但并不能僅從教師本身來研究教學(xué)機智。教師總是工作在一定的教學(xué)情境中,情境中各種因素都與教師發(fā)生著雙向或多向的互動聯(lián)系。從受教育者的角度看,學(xué)生是教學(xué)機智引發(fā)的必要條件,同時也是其教育價值得以實現(xiàn)的重要載體。從教學(xué)時間的角度看,每個教學(xué)時間點都有它生成的"此在"意義,它往往是獨一無二的,不能重復(fù),也很難模仿。從課堂氣氛的角度看,支持型課堂氣氛更有利于教師與學(xué)生產(chǎn)生高質(zhì)量的心理共鳴,從而引發(fā)教學(xué)機智。
[Abstract]:Although teaching wit is a teacher's teaching action, it can not be studied only from the teachers themselves. Teachers always work in a certain teaching situation, in which a variety of factors and teachers have two-way or multi-directional interaction. From the point of view of the educatee, the student is the necessary condition of teaching wit, and it is also an important carrier to realize its educational value. From the point of view of teaching time, every teaching time point has its own meaning of "this being", which is often unique, can not be repeated, and is difficult to imitate. From the perspective of classroom atmosphere, the supportive classroom atmosphere is more conducive to the teachers and students to produce high quality psychological resonance, thus leading to teaching wit.
【作者單位】： 湖南師范大學(xué)教育科學(xué)學(xué)院;
【基金】：教育部人文社會科學(xué)研究2012年度青年基金項目“教師引發(fā)教學(xué)機智的實踐邏輯研究”(項目編號:12YJC880105)研究成果
【分類號】：G420

【參考文獻】

相關(guān)期刊論文 前2條

1 王衛(wèi)華;;教學(xué)機智:教師專業(yè)發(fā)展的行動訴求[J];湖南師范大學(xué)教育科學(xué)學(xué)報;2012年02期

2 片\〉灤，

本文編號：2001781