教师教学实践智慧:内涵解读与生成之道  

Teachers’Teaching Practice Wisdom: Connotation Interpretation and Way of Generation

作　　者：徐小容[1] 林克松[1] 朱德全[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育理论与实践》2012年第11期41-44,共4页Theory and Practice of Education

基　　金：西南大学国家"211工程"三期重点学科建设项目<基础教育课程改革深化与教学创新研究>(项目编号:教重[2009])的研究成果之一

摘　　要：教学实践智慧是教师实践智慧在教育领域内的拓展,具有情感交融性、情境建构性、生成反思性等特性,是促使教学工具理性与价值理性走向和谐统一、提升教师专业化水平并实现生命化教育的必然诉求。教师教学实践智慧的生成需要教师在教学实践过程中重拾实践智慧"善"的理念,并在理解的基础上不断地生成与反思,以研究学习及实践创新为保障条件,最终实现教学实践智慧形成的最优化。Teaching practice wisdom is the expansion of teachers＇ practice wisdom in the educational field, which has the characteristics of emotion blending, context construction and reflective generation, ft is the necessary pursuit of achiev- ing the harmonious unity of instrumental rationality and value rationality, promoting teachers＇ professionalization and real- izing the life education. The generation of teachers＇ teaching practice wisdom requires teachers to regain the concept of ＂kind＂ in the practice wisdom, to constantly generate and reflect new ideas based on the understanding, and to have the in- quiry learning and practical innovation as the guarantee, so that the optimization of teaching practice wisdom will be achieved.

关 键 词：教师 实践智慧 教学实践智慧 

分 类 号：G451.2[文化科学—教育学]