教师个人教学逻辑:内涵、形成与发展
发布时间：2018-07-24 08:19
【摘要】：教学实践是教师个人认知、情感与行动参与其中的主体性实践,个人教学逻辑是教师教学实践是其所是的内在根由。教学目的认识、学科内容认识、学生认识、教学认识、自我认识、课程认识和情境认识组成教学逻辑的基本构成要素,教学逻辑是对基本构成要素提取和关联的动态表达。教师个人教学逻辑的形成经历了"情境的评鉴—问题的界定—目标的求解—论据的提取—逻辑的链接—行动中反思—信念的确证"的基本过程。教学逻辑在"识别—评价—应用"基本循环的螺旋上升中不断得以跃迁。形塑关心教学逻辑的自觉品质、个人识知能力的提升、加强对教学逻辑的实践验证与反思、积极发挥实践共同体的作用,是促进教学逻辑发展的有效对策。
[Abstract]:Teaching practice is the subjective practice in which teachers' personal cognition, emotion and action participate, and personal teaching logic is the intrinsic cause of teachers' teaching practice. Teaching objective cognition, subject content cognition, student cognition, teaching cognition, self-cognition, curriculum cognition and situational cognition constitute the basic elements of teaching logic, which is the dynamic expression of the extraction and correlation of basic elements. The formation of teacher's personal teaching logic has experienced the basic process of "situational evaluation, problem definition, goal solving, argument extraction, logical link, reflection in action and corroboration of belief". In the spiral of the basic cycle of identification, evaluation and application, the logic of teaching is constantly changing. The effective countermeasures to promote the development of teaching logic are to care about the conscious quality of teaching logic, to enhance the ability of personal knowledge, to strengthen the practice verification and reflection of teaching logic, and to give full play to the role of practice community.
【作者单位】： 渤海大学教育与体育学院;东北师范大学农村教育研究所;
【基金】：辽宁省教育厅2015年度一般项目“文化生态取向下农村教师专业学习共同体的构建研究”(项目编号:W2015014)的阶段性成果
【分类号】：G451
本文编号：2140785
[Abstract]:Teaching practice is the subjective practice in which teachers' personal cognition, emotion and action participate, and personal teaching logic is the intrinsic cause of teachers' teaching practice. Teaching objective cognition, subject content cognition, student cognition, teaching cognition, self-cognition, curriculum cognition and situational cognition constitute the basic elements of teaching logic, which is the dynamic expression of the extraction and correlation of basic elements. The formation of teacher's personal teaching logic has experienced the basic process of "situational evaluation, problem definition, goal solving, argument extraction, logical link, reflection in action and corroboration of belief". In the spiral of the basic cycle of identification, evaluation and application, the logic of teaching is constantly changing. The effective countermeasures to promote the development of teaching logic are to care about the conscious quality of teaching logic, to enhance the ability of personal knowledge, to strengthen the practice verification and reflection of teaching logic, and to give full play to the role of practice community.
【作者单位】： 渤海大学教育与体育学院;东北师范大学农村教育研究所;
【基金】：辽宁省教育厅2015年度一般项目“文化生态取向下农村教师专业学习共同体的构建研究”(项目编号:W2015014)的阶段性成果
【分类号】：G451
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