摘要
教学风险是指在教学中预设目的与实际结果间不确定的因素,不仅具备不可见性、非真实性等一般特点,而且兼备内容的伦理性、情境的复杂性、结果的滞后性等从属教学属性的特点。依据教学活动的展开顺序,将教学风险分为设计风险、实施风险、评价风险3类。教学风险的不确定性不必然招致危险的发生,但意味着新的机遇与挑战。理性澄清教学风险存在的价值,在辨析风险属性的基础上,通过丰富知识储备、组织风险培训、建设伦理共同体等路径,有针对的化解风险,实现教学的平稳过渡。
Teaching risk refers to the uncertainty between the pre-set teaching purpose and the actual teaching result in the teaching field.It not only has the general characteristics of risk such as invisibility and non-authenticity,but also has the characteristics of subordinate teaching such as the ethics of risk content,the complexity of risk scenario and the lag of risk results.According to the sequence of teaching activities,teaching risks can be divided into three categories:teaching design risk,teaching implementation risk and teaching evaluation risk.In daily teaching life,the uncertainty caused by teaching risks does not necessarily lead to dangers,but also means new opportunities and challenges,which requires us to rationally clarify the value of teaching risks.Based on the analysis of risk attributes,the author defused risks by enriching knowledge reserve,organizing risk training,building ethics community and so on,so as to realize the smooth transition of teaching.
作者
张兰婷
周海银
ZHANG Lanting;ZHOU Haiyin(Shandong Normal University,Jinan,Shandong 250014,China;Taishan University,Taizhou,Shandong 271000,China)
出处
《现代教育科学》
2022年第1期110-115,共6页
Modern Education Science
