幼儿园教师教学智慧的能力结构  

The Capacity Structure of Pedagogical Wisdom of Kindergarten Teachers

作　　者：赵艳红[1] 徐学福[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《学前教育研究》2013年第5期34-41,共8页Studies in Early Childhood Education

基　　金：中央高校基本科研业务费专项资金资助项目"特级教师教学愿景研究"(批准号:SWU1209471)的阶段性研究成果

摘　　要：教学智慧作为教师应对教学实践活动的不可或缺的核心因素,其蕴含的能力要素主要包括以"听觉统合"的体知为基础的教学洞察力、以策略式决策为导向的教学慎思力、以创生行动为取向的教学施行力。教师的教学智慧沿着三种循环路径生成与发展:在"洞察—直觉性施行—洞察"的路径中教学智慧体现为"要点聚焦性"的洞察力;在"洞察—慎思—施行—洞察"的路径中偏重于"目的序列结构"的慎思力;在"洞察—慎思—施行—结构改变—洞察"的路径中偏重于"转换学习"的施行力。The essay aimed to uncover the peculiar components of pedagogical wisdom and the capacity schematic diagram on seeing-listening of its production process. The essay highlighted three components： the discernment based cognition, deliberation based on strategically decision-making, performance with creative orientation. Pedagogical wisdom will develop by three circles. In the discernment-intuitive-performance circle, it is mainly expressed by salient-focusing discernment; in the discernment-deliberation-performance circle by constitutes of purpose deliberation; in the discernment-deliberation-performance-the structure change circle by transformative-learning performance.

关 键 词：教学智慧 洞察力 慎思力 施行力 

分 类 号：G615[文化科学—学前教育学]