论教师模仿学习的阶段、逻辑与实践意蕴

发布时间：2018-01-19 13:20

本文关键词： 教师模仿学习阶段逻辑实践　出处：《教育研究》2017年03期 　论文类型：期刊论文

【摘要】：教师模仿学习是教师主体与他者之间的多重交往活动。基于时间、空间和水平三个维度,可以揭示出教师模仿学习过程的三维阶段模型:时间维度包括教师模仿学习的前期、中期和后期三个时间段;空间维度涉及动作模仿、思维模仿和风格形塑三种类型;水平维度包括形似模仿、神似模仿和超模仿三个层次。教师模仿学习的过程逻辑由知识逻辑、交往逻辑、认知逻辑和时空逻辑构成。在实践中,教师模仿学习能够使教师提升教学适应性,促进个体空间的拓展和教学交往关系的构建。
[Abstract]:Teachers' imitation learning is a kind of multi-communicative activity between teachers' subject and others, which is based on three dimensions: time, space and level. The three-dimensional model of the process of teacher imitation learning can be revealed: the time dimension includes three periods: the early stage, the middle period and the later period of the teacher's imitation learning; Spatial dimension involves three types: action imitation, thinking imitation and stylistic modeling. The horizontal dimension consists of three levels: similar imitation, iconicity imitation and hyper-imitation. The process logic of teacher imitation learning consists of knowledge logic, communication logic, cognitive logic and space-time logic. In practice, the process logic is composed of knowledge logic, communication logic, cognitive logic and space-time logic. Teachers' imitating learning can promote teachers' teaching adaptability, expand the individual space and construct the relationship between teaching and communication.
【作者单位】：海南师范大学;海南省基础教育课程与教学研究中心;海南师范大学初等教育学院;
【基金】：国家社会科学基金资助项目“教学论发展的文化审视与理论建构”(项目编号:14FJK004)的阶段性研究成果
【分类号】：G451
【正文快照】： 从广义的角度上讲,模仿就是一种影响,是“一个头脑对隔着一段距离的另一个头脑的作用,一个大脑上的表象在另一个感光灵敏的大脑皮层上产生的类似照相的复写”[1]。教师模仿学习是教师主体与他者之间的多重交往活动。在明晰教师模仿学习过程阶段的基础上,对教师模仿学习的过程

【相似文献】