论教学理解的生成机制与教学设计  

On the Generative Mechanism and the Instructional Design of Teaching Understanding

作　　者：张家琼[1] 朱德全[2] 

机构地区：[1]重庆教育学院教育系,重庆市400067 [2]西南大学教育学院,重庆市400715

出　　处：《西南大学学报（社会科学版）》2010年第4期138-141,共4页Journal of Southwest University(Social Sciences Edition)

基　　金：重庆市哲学社会科学规划课题"重庆市职业教育历史沿革;现状与发展路向研究"(2009JY24);项目负责人:张家琼

摘　　要：教学理解源于视域融合。共性知识是视域融合的心智条件系统,个性知识是视域融合的心力动力系统。基于共性与个性知识融合而生成的教学理解系统是解读性、对话性、反思性的教学关系系统。师本间解读、师生间对话以及生生间反思构成了教学理解复杂的表现形式,基于理解的教学设计则是优质教学设计。Teaching understanding comes from fusion of horizons. Common knowledge is the mental condition system of it, and personality knowledge is mental power system. The system of teaching understanding based on fusion of common and personality knowledge is unscramble, conversational, and reflective. Interpretation between teachers and books, conver- sation between teachers and students, and reflection between students are complicated manifestation of teaching under standing, while the teaching design based on understanding can be said to be good design.

关 键 词：共性知识 个性知识 教学认知 教学体验 理解机制 教学设计 

分 类 号：G423[文化科学—课程与教学论]