摘要
教学审慎是教师的当然责任,也是教师自我发展的内在需要。如果经过反复的实践和教化,教学审慎不仅可以转化为教学实践活动不可或缺的要素,而且能满足教师的道德诉求,进而逐渐内化为教师个人的道德品质,成为教师的一种教学美德。教学审慎不是游离于具体教学实践活动之外的遐想,也不是沉湎于教师自我意识的一种内省,它必须贯穿教学实践活动的全部过程和环节。教学审慎并非教师的自然禀赋,也非教师的一朝顿悟,教师只有将教学理论的学习与教学实践的反思统一于具体的教学实践活动之中,不断反思、总结和修正,才能提升教学审慎的能力,获致教学审慎的品质。
Teaching prudence is the teacher's natural responsibility and the inherent need of teachers' self-development. Via repeated practice and enlightenment, teaching prudence can not only be transformed into an indispensable element of teaching practice, but also meet the moral demands of teachers, then gradually internalize into the moral quality of teachers, and finally become a teaching virtue of teachers. Teaching prudence is not a reverie dissociating from specific teaching practice activities, nor a reflection indulging in teachers'self-consciousness. It must run through all the processes and links of teaching practice activities. Teaching prudence is not a teacher's natural endowment, nor is it a teacher's insight. Only by integrating the study of teaching theory and reflection of teaching practice into specific teaching practice activities, and constantly reflecting, summarizing and revising, can teachers improve their ability of teaching prudence and acquire the quality of teaching prudence.
作者
徐继存
Xu Jicun(Faculty of Education , Shandong Normal University, JinanShandong 250014, China)
出处
《课程．教材．教法》
CSSCI
北大核心
2019年第8期27-33,共7页
Curriculum，Teaching Material and Method
基金
国家社会科学基金后期资助项目“教学释义——教学的自识与反思”(17FJK002)
泰山学者工程专项经费资助
关键词
教学理性
教学审慎
教师发展
教学改革
teaching rationality
teaching prudence
teacher development
teaching reform
