摘要
教学智慧作为教师应对教学实践活动的不可或缺的核心因素,其蕴含的能力要素主要包括以"听觉统合"的体知为基础的教学洞察力、以策略式决策为导向的教学慎思力、以创生行动为取向的教学施行力。教师的教学智慧沿着三种循环路径生成与发展:在"洞察—直觉性施行—洞察"的路径中教学智慧体现为"要点聚焦性"的洞察力;在"洞察—慎思—施行—洞察"的路径中偏重于"目的序列结构"的慎思力;在"洞察—慎思—施行—结构改变—洞察"的路径中偏重于"转换学习"的施行力。
The essay aimed to uncover the peculiar components of pedagogical wisdom and the capacity schematic diagram on seeing-listening of its production process. The essay highlighted three components: the discernment based cognition, deliberation based on strategically decision-making, performance with creative orientation. Pedagogical wisdom will develop by three circles. In the discernment-intuitive-performance circle, it is mainly expressed by salient-focusing discernment; in the discernment-deliberation-performance circle by constitutes of purpose deliberation; in the discernment-deliberation-performance-the structure change circle by transformative-learning performance.
出处
《学前教育研究》
CSSCI
北大核心
2013年第5期34-41,共8页
Studies in Early Childhood Education
基金
中央高校基本科研业务费专项资金资助项目"特级教师教学愿景研究"(批准号:SWU1209471)的阶段性研究成果
关键词
教学智慧
洞察力
慎思力
施行力
pedagogical wisdom, discernment, deliberation, performance