本文選題：教學(xué)實(shí)踐智慧 + 傳遞　； 參考：《華東師范大學(xué)》2009年博士論文

【摘要】： 當(dāng)代教育越來(lái)越關(guān)注教學(xué)實(shí)踐智慧。所謂教學(xué)實(shí)踐智慧是在教學(xué)中,教師充分理解教學(xué)情境,巧用教學(xué)資源營(yíng)造情智相長(zhǎng)的和諧氛圍,優(yōu)化實(shí)現(xiàn)教學(xué)目標(biāo)的能力。教學(xué)實(shí)踐智慧是實(shí)踐智慧與具體的教學(xué)實(shí)踐緊密結(jié)合的產(chǎn)物,除具有實(shí)踐智慧的普遍性外,還有自身的特征。教學(xué)實(shí)踐智慧是具體的,通常以外在和內(nèi)在兩種形式表現(xiàn)出來(lái)。 本文先澄清教學(xué)實(shí)踐智慧的基本概念,然后剖析了一些“偽”教學(xué)實(shí)踐智慧,明確否定了前人認(rèn)為教學(xué)實(shí)踐智慧不能傳遞的觀點(diǎn),提出教學(xué)實(shí)踐智慧不但是能夠傳遞的,而且是必須傳遞的,沒有它的傳遞就沒有教學(xué)理論智慧的豐富與發(fā)展。教學(xué)實(shí)踐智慧的傳遞是一個(gè)復(fù)雜的過程,發(fā)展教學(xué)實(shí)踐智慧本身也是一種傳遞�？梢�,人類整體的教學(xué)實(shí)踐智慧發(fā)展過程不僅能夠說(shuō)明教學(xué)實(shí)踐智慧是能夠傳遞的,而且它正是借助教學(xué)實(shí)踐智慧的傳遞得到豐富的。 教學(xué)實(shí)踐智慧是具體的,教師不但可以通過它的表征清晰地感知它,而且還可以通過提取相關(guān)信息,在理解它的基礎(chǔ)上對(duì)其重構(gòu),使其成為自己的意識(shí)對(duì)象。無(wú)論是教學(xué)實(shí)踐智慧的獲得者還是旁觀者,都可以根據(jù)對(duì)它的表征和自己的理解和具體需要提取它的本體意義,進(jìn)而生成新的意義,讓它在個(gè)體之間傳遞或者由個(gè)體的智慧轉(zhuǎn)化為集體共享的教學(xué)實(shí)踐智慧資源。 教學(xué)實(shí)踐智慧的發(fā)展具有重要的現(xiàn)實(shí)意義。它有利于創(chuàng)造“情智相長(zhǎng)”的教學(xué)氛圍,為有效實(shí)現(xiàn)教學(xué)目標(biāo)服務(wù),同時(shí)也促進(jìn)教師生命意義的豐富。當(dāng)然,教師發(fā)展教學(xué)實(shí)踐智慧,受許多因素的制約。教學(xué)質(zhì)量的提升需要教師發(fā)展教學(xué)實(shí)踐智慧,教師生命可能性的實(shí)現(xiàn)也呼喚教師不斷發(fā)展教學(xué)實(shí)踐智慧。這是影響其發(fā)展的主要環(huán)境因素。從個(gè)體角度看,影響教師個(gè)人發(fā)展的主要因素有認(rèn)知、感情和意志等方面的因素。沒有教師對(duì)教學(xué)實(shí)踐的感知、感情體驗(yàn)以及意志調(diào)控,教學(xué)實(shí)踐智慧也無(wú)從談起,同樣,教學(xué)實(shí)踐智慧發(fā)展過程中需要一系列的認(rèn)知、感情和意志等方面的調(diào)節(jié)。 本文最后提出了加速教學(xué)實(shí)踐智慧發(fā)展的設(shè)想:一是加速“混沌與秩序”的轉(zhuǎn)化,創(chuàng)設(shè)優(yōu)化的教學(xué)情境;二是強(qiáng)化教學(xué)感情、教學(xué)沉浸和教學(xué)反思,采扔行У姆⒄故侄?三是對(duì)已經(jīng)發(fā)生的教學(xué)實(shí)踐展開研究,總結(jié)教學(xué)經(jīng)驗(yàn),使教學(xué)實(shí)踐智慧增值。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G424

【引證文獻(xiàn)】

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本文編號(hào)：1990690