经验传承、实践反思与人生教育——论教学活动的三种形态及与教师发展的关系

发布时间：2018-05-04 10:25

本文选题：教学活动 + 教师发展　；参考：《华东师范大学学报(教育科学版)》2014年04期

【摘要】：把教学理解为经验传承活动,承认了经验之于教师发展的价值,但有唯经验化、技术化危险。将教学看作实践反思活动,有助于确立教师的专业主体身份,却可能产生狭隘的"专业主义"倾向。把教学作为人生教育活动,是将教学作为师生当下生活实践和导向人生价值觉醒的行动,它把教师的人生经验、生活实践与教学行动联为一体,教师、学生和知识经验形成一种互渗结构,成为经由现实达至超越的人生实践。教学及教师专业发展研究不仅需要从经验传承和实践反思的角度理解教师的教学活动,更需要从"人生教育"的角度去进行理解,这样更有可能使教师发展和教育教学回归教育的本真意蕴。
[Abstract]:Teaching is understood as an activity of passing on experience, which recognizes the value of experience in teachers' development, but it is only experiential and technical. To regard teaching as a practical reflection activity is helpful to establish the teacher's professional subject identity, but it may produce a narrow tendency of "professionalism". To regard teaching as a life education activity is to take teaching as the action of teachers and students' current life practice and to guide the awakening of life value. It combines the life experience, life practice and teaching action of the teacher as a whole, the teacher, the teacher, the teacher, the life experience, the life practice and the teaching action. Students and knowledge and experience form a mutual permeable structure and become transcendent practice through reality. The research on teaching and teacher professional development not only needs to understand teachers' teaching activities from the perspective of experience inheritance and practice reflection, but also needs to understand from the perspective of "life education". This is more likely to make teacher development and education and teaching return to the true meaning of education.
【作者单位】：华东师范大学课程与教学研究所;
【基金】：教育部人文社会科学青年基金项目(12YJC880013) 新疆师范大学自治区普通高校人文社会科学重点研究基地“新疆教师教育研究中心”项目“新课程改革中新疆少数民族教师专业认同研究”(XJEDU040513B02) 新疆维吾尔自治区重点学科“课程与教学论”重大招标项目(12XSQZ0301)
【分类号】：G420

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