教学实践智慧发展论

发布时间：2018-06-07 09:27

本文选题：教学实践智慧 + 传递　；参考：《华东师范大学》2009年博士论文

【摘要】： 当代教育越来越关注教学实践智慧。所谓教学实践智慧是在教学中,教师充分理解教学情境,巧用教学资源营造情智相长的和谐氛围,优化实现教学目标的能力。教学实践智慧是实践智慧与具体的教学实践紧密结合的产物,除具有实践智慧的普遍性外,还有自身的特征。教学实践智慧是具体的,通常以外在和内在两种形式表现出来。本文先澄清教学实践智慧的基本概念,然后剖析了一些“伪”教学实践智慧,明确否定了前人认为教学实践智慧不能传递的观点,提出教学实践智慧不但是能够传递的,而且是必须传递的,没有它的传递就没有教学理论智慧的丰富与发展。教学实践智慧的传递是一个复杂的过程,发展教学实践智慧本身也是一种传递。可见,人类整体的教学实践智慧发展过程不仅能够说明教学实践智慧是能够传递的,而且它正是借助教学实践智慧的传递得到丰富的。教学实践智慧是具体的,教师不但可以通过它的表征清晰地感知它,而且还可以通过提取相关信息,在理解它的基础上对其重构,使其成为自己的意识对象。无论是教学实践智慧的获得者还是旁观者,都可以根据对它的表征和自己的理解和具体需要提取它的本体意义,进而生成新的意义,让它在个体之间传递或者由个体的智慧转化为集体共享的教学实践智慧资源。教学实践智慧的发展具有重要的现实意义。它有利于创造“情智相长”的教学氛围,为有效实现教学目标服务,同时也促进教师生命意义的丰富。当然,教师发展教学实践智慧,受许多因素的制约。教学质量的提升需要教师发展教学实践智慧,教师生命可能性的实现也呼唤教师不断发展教学实践智慧。这是影响其发展的主要环境因素。从个体角度看,影响教师个人发展的主要因素有认知、感情和意志等方面的因素。没有教师对教学实践的感知、感情体验以及意志调控,教学实践智慧也无从谈起,同样,教学实践智慧发展过程中需要一系列的认知、感情和意志等方面的调节。本文最后提出了加速教学实践智慧发展的设想:一是加速“混沌与秩序”的转化,创设优化的教学情境;二是强化教学感情、教学沉浸和教学反思,采扔行У姆⒄故侄?三是对已经发生的教学实践展开研究,总结教学经验,使教学实践智慧增值。
[Abstract]:Contemporary education pays more and more attention to practical wisdom in teaching. The so-called teaching practice wisdom is in the teaching, the teacher fully understands the teaching situation, skillfully uses the teaching resources to create the harmonious atmosphere which the feeling intelligence is long, optimizes realizes the teaching goal the ability. Practical wisdom in teaching is the product of the close combination of practical wisdom and concrete teaching practice. Besides the universality of practical wisdom, it also has its own characteristics. Practical wisdom in teaching is concrete, usually expressed in two forms: external and internal. This paper first clarifies the basic concept of practical wisdom in teaching, then analyzes some "false" practical wisdom in teaching, clearly negates the viewpoint that teaching practical wisdom cannot be transmitted, and points out that practical wisdom in teaching is not only transferable. Moreover, it is necessary to transfer, without which there is no enrichment and development of the wisdom of teaching theory. The transfer of practical wisdom in teaching is a complicated process, and the development of practical wisdom in teaching itself is also a kind of transmission. It can be seen that the whole development process of human teaching practical wisdom can not only explain that teaching practical wisdom can be transmitted, but also that it is enriched by the transfer of teaching practical wisdom. The practical wisdom of teaching is concrete. Teachers can not only perceive it clearly through its representation, but also reconstruct it on the basis of understanding it by extracting relevant information, and make it become their own object of consciousness. Whether the winner of practical wisdom or the bystander, they can extract its Noumenon meaning according to its representation and their own understanding and specific needs, and then generate new meaning. Let it transfer between individuals or from individual wisdom to collective sharing of practical wisdom resources. The development of practical wisdom in teaching is of great practical significance. It is beneficial to create the teaching atmosphere of "the feeling and intelligence is long", serve for the effective realization of the teaching goal, and promote the enrichment of the meaning of the teacher's life at the same time. Of course, teachers develop practical wisdom in teaching, which is restricted by many factors. The improvement of teaching quality requires teachers to develop practical wisdom of teaching, and the realization of the possibility of teachers' life also calls for teachers to develop teaching practical wisdom continuously. This is the main environmental factor that affects its development. From the individual point of view, the main factors influencing teachers' personal development are cognition, emotion and will. Without teachers' perception of teaching practice, emotional experience and control of will, the wisdom of teaching practice can not be discussed. Similarly, the development of practical wisdom in teaching requires a series of adjustments in the aspects of cognition, emotion and will. Finally, this paper puts forward the idea of accelerating the development of practical wisdom in teaching: first, to accelerate the transformation of "chaos and order" and to create an optimized teaching situation; second, to strengthen teaching feelings, to immerse in teaching and to reflect on teaching; The third is to study the existing teaching practice, summarize the teaching experience, and add value to the wisdom of teaching practice.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G424

【引证文献】