本文選題：教學(xué)現(xiàn)場感 + 教師素養(yǎng)　； 參考：《中國教育學(xué)刊》2017年10期

【摘要】：教學(xué)現(xiàn)場感是教師個體對課堂教學(xué)現(xiàn)場的投入、理解、判斷和調(diào)控能力的總稱,由課堂環(huán)境、教師的教學(xué)經(jīng)驗、教師的情感傾向以及教師教學(xué)風(fēng)格等綜合影響而成,是提升教學(xué)智慧的隱性素養(yǎng)。良好教學(xué)現(xiàn)場感的形成主要經(jīng)過投入教學(xué)情感、覺知教學(xué)情境、理解教學(xué)事件、決斷教學(xué)趨向等四個互不相同而又相互關(guān)聯(lián)的階段。引導(dǎo)教師釋放教學(xué)自由與想象、洞察課堂教學(xué)細(xì)微處、調(diào)控課堂教學(xué)節(jié)奏、形塑教學(xué)風(fēng)格獨特性,為教師教學(xué)現(xiàn)場感培育和優(yōu)化提供可能路徑。
[Abstract]:The sense of teaching scene is the general term of teachers' ability of input, understanding, judgment and control in classroom teaching scene, which is influenced by classroom environment, teachers' teaching experience, teachers' emotional tendency and teachers' teaching style. It is the recessive accomplishment that promotes teaching wisdom. The formation of a good teaching sense of the scene is mainly through the four different and interrelated stages of teaching emotion, awareness of teaching situation, understanding of teaching events, and determination of teaching trends. To guide teachers to release teaching freedom and imagination, to understand the nuances of classroom teaching, to regulate the rhythm of classroom teaching, to shape the uniqueness of teaching style, and to provide a possible way for teachers to cultivate and optimize their sense of teaching on the spot.
【作者單位】： 南京師范大學(xué)教育科學(xué)學(xué)院;南京師范大學(xué)課程與教學(xué)研究所;
【分類號】：G424

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