引发教学机智的情境因素

发布时间：2018-06-10 03:13

本文选题：教学机智 + 教学情境　；参考：《中国教育学刊》2013年05期

【摘要】：教学机智虽然是教师作出的教学行动,但并不能仅从教师本身来研究教学机智。教师总是工作在一定的教学情境中,情境中各种因素都与教师发生着双向或多向的互动联系。从受教育者的角度看,学生是教学机智引发的必要条件,同时也是其教育价值得以实现的重要载体。从教学时间的角度看,每个教学时间点都有它生成的"此在"意义,它往往是独一无二的,不能重复,也很难模仿。从课堂气氛的角度看,支持型课堂气氛更有利于教师与学生产生高质量的心理共鸣,从而引发教学机智。
[Abstract]:Although teaching wit is a teacher's teaching action, it can not be studied only from the teachers themselves. Teachers always work in a certain teaching situation, in which a variety of factors and teachers have two-way or multi-directional interaction. From the point of view of the educatee, the student is the necessary condition of teaching wit, and it is also an important carrier to realize its educational value. From the point of view of teaching time, every teaching time point has its own meaning of "this being", which is often unique, can not be repeated, and is difficult to imitate. From the perspective of classroom atmosphere, the supportive classroom atmosphere is more conducive to the teachers and students to produce high quality psychological resonance, thus leading to teaching wit.
【作者单位】：湖南师范大学教育科学学院;
【基金】：教育部人文社会科学研究2012年度青年基金项目“教师引发教学机智的实践逻辑研究”(项目编号:12YJC880105)研究成果
【分类号】：G420

【参考文献】