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

【摘要】：教學現(xiàn)場感是教師個體對課堂教學現(xiàn)場的投入、理解、判斷和調(diào)控能力的總稱,由課堂環(huán)境、教師的教學經(jīng)驗、教師的情感傾向以及教師教學風格等綜合影響而成,是提升教學智慧的隱性素養(yǎng)。良好教學現(xiàn)場感的形成主要經(jīng)過投入教學情感、覺知教學情境、理解教學事件、決斷教學趨向等四個互不相同而又相互關(guān)聯(lián)的階段。引導(dǎo)教師釋放教學自由與想象、洞察課堂教學細微處、調(diào)控課堂教學節(jié)奏、形塑教學風格獨特性,為教師教學現(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】： 南京師范大學教育科學學院;南京師范大學課程與教學研究所;
【分類號】：G424

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本文編號：1789847