论教学即领导:一种教学本质的新解

发布时间：2018-04-29 04:40

本文选题：教学论 + 教学本质　；参考：《教育学报》2017年03期

【摘要】：对教学的传统定义存在不周全之处,并导致了教学实践中有关教师角色的困惑。从行为论的角度看,"教学即教师领导学生学习活动的过程",简称"教学即领导"。教师作为领导者,其作用体现在为学生构建明确的学习愿景,激发学生的善意和学习动机。学生作为追随者,一方面应尊重、服从教师的领导,另一方面应在追随学习愿景的过程中实现自我领导。学习活动作为情境,需经过充分的计划和科学的组织,为学生提供适时的激励和融合的愿景。"教学即领导"命题的提出,揭示了教学作为人类社会行为的本质,有助于厘清对教学的理论认识,深刻把握师生关系的本质,促进课堂教学活动的有效开展,为教师专业发展提供新思路。
[Abstract]:The traditional definition of teaching is incomplete, which leads to the confusion about teacher's role in teaching practice. From the point of view of behavior theory, teaching is the process of teachers leading students' learning activities. As a leader, teachers play an important role in building a clear learning vision for students and arousing students' goodwill and learning motivation. Students as followers should, on the one hand, respect and obey the leadership of teachers, on the other hand, achieve self-leadership in the process of following the learning vision. Learning activities as a situation require adequate planning and scientific organization to provide students with a timely vision of motivation and integration. " The proposition of "teaching is leadership" reveals the essence of teaching as human social behavior, helps to clarify the theoretical understanding of teaching, deeply grasps the essence of teacher-student relationship, and promotes the effective development of classroom teaching activities. To provide new ideas for the professional development of teachers.
【作者单位】：北京师范大学教育学部国际与比较教育研究院;格拉斯哥大学教育学院;
【基金】：教育部人文社科重点基地重大项目“学校改进模式与策略比较研究”(项目编号:15JJD880003)的阶段性成果
【分类号】：G42

【相似文献】