论教师作为倾听者的原因、特性与角色诉求

发布时间：2018-01-19 19:08

本文关键词： 教师倾听者教师专业发展学生权利　出处：《教育理论与实践》2017年11期 　论文类型：期刊论文

【摘要】：伴随着基础教育课程改革的进行,对教师角色的认识发生了许多重大的转变,教师成为倾听者即是其中之一。教师成为倾听者主要是缘于教育教学的应然要求、学生权利的体现以及教师专业发展的呼唤等三个方面的原因。与一般倾听情境相比,教育教学活动中的教师倾听存在着目的性与工具性共存、求真性与向善性共在、情感性与智慧性相伴、创造性与审美性相随等特性。教师作为倾听者角色意味其有三个重要的角色诉求和转变,即由知识的传递者变为研究者与反思者、由知识的旁观者变为学生经验建构的帮助者、由技术行动者变为实践智慧的拥有者。
[Abstract]:Along with the reform of basic education curriculum, many important changes have taken place in the understanding of teacher's role, among which the teacher is one of the listeners, which is mainly due to the requirement of education and teaching. The reflection of students' rights and the call of teachers' professional development are three reasons. Compared with general listening situations, teachers' listening in education and teaching activities has the coexistence of purpose and instrumentality. The role of teacher as a listener means that there are three important demands and changes in the role of teachers, such as the co-existence of truth and goodness, the concomitant of emotion and wisdom, and the concomitant of creativity and aesthetics. That is, from the transporter of knowledge to the researcher and introspector, from the bystander of knowledge to the helper of students' experience construction, from the technical actor to the owner of practical wisdom.
【作者单位】：吉林师范大学教育科学学院;南京师范大学课程与教学研究所;
【基金】：作者宋立华主持的吉林省2016年度社会科学基金项目“教师倾听研究”(项目编号:2016B190)的阶段性研究成果
【分类号】：G451
【正文快照】： 伴随着基础教育课程改革的纵深发展,许多一线教师在接受先进理念的同时,都在思索着如何从理念转化为行为,即从“知道该做什么”向“知道该如何做”进行转变。倾听既是一种先进的理念,又是一种能够帮助教师将先进理念转化为具体教学行为的实践智慧。教师应该成为倾听者。教育活

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