摘要
情境取向的教师教学能力强调教师运用专业性向引领教学,继而通过对具体教学情境的观察、解释与决策实施教学,最终表现出特定教学行为的连续过程,关注不同要素之间的整体作用与动态转化关系,有利于打破教学理论与实践的藩篱。基于情境取向的教师专业能力,反思发现当前许多教师对引领教学设计的教育理念和专业知识的更新内化、对教学情境中儿童学习过程的聚焦观察与分析、以及对教学情境中具体儿童学习问题和需求的个别化回应等三方面,缺乏应有的关注和理解。据此,提出促进教师教学能力发展的基本路径,即重视教育理念和专业知识的奠基作用,加强对教学情境设计的方向指引;聚焦对儿童学习过程的观察,加强对教学情境的意义阐释;有效回应不同儿童的学习需要,加强对儿童的个别化指导。
The situational-oriented teaching ability emphasizes the use of professional orientation to guide teaching,and then implements teaching through observation,interpretation,and decision-making of specific teaching situations,ultimately exhibiting a continuous process of specific teaching behaviors.It pays attention to the overall role and dynamic transformation relationship between different elements,which is conducive to breaking down the barriers between teaching theory and practice.Based on context oriented teacher professional competence,reflection has found that many teachers currently lack due attention and understanding in three aspects:updating and internalizing educational concepts and professional knowledge that lead teaching design,focusing on observing and analyzing children's learning processes in teaching contexts,and individualized responses to specific children's learning problems and needs in teaching contexts.Based on this,basic paths to promote the development of teacher teaching competence are proposed.Emphasize the foundational role of educational concepts and professional knowledge,and strengthen the direction guidance for teaching scenario design;focus on observing the learning process of children and strengthen the interpretation of the significance of teaching situations;effectively respond to the learning needs of different children and strengthen individualized guidance for them.
作者
陈雅川
高宏钰
CHEN Yachuan;GAO Hongyu(Beijing Normal University(Zhuhai),Zhuhai,Guangdong,519087,China;School of Preschool Education,Capital Normal University,Bejing,100048,China)
出处
《教师教育研究》
北大核心
2024年第1期42-48,共7页
Teacher Education Research
基金
国家社会科学基金教育学国家青年课题(CGA220303)。
关键词
情境取向
教师教学能力
内涵
发展路径
situational orientation
teacher's teaching ability
connotation
development path