教学理念向教学行为转化的内隐机制  

The Implicit Transformation Mechanism from Teaching Philosophy to Teaching Behavior

作　　者：段作章[1,2] 

机构地区：[1]江苏师范大学教育科学学院 [2]江苏师范大学基础教育研究中心

出　　处：《教育研究》2013年第8期103-111,共9页Educational Research

基　　金：教育部人文社会科学研究规划基金项目"发生学视角下的教学理念向教学行为转化机制研究"(项目编号:10YJA880030)的研究成果之一

摘　　要：新课程理念向教学行为转化是一个由外到内、由内至外的转变过程,大致要经历学习理解——认同内化——创新生成——外化实践等环节。学习理解是教学行为转化的逻辑起点,教师对先进教学理念与传统教学行为冲突的"意识"是新教学行为的孕育萌发机制;认同内化是教学理念向教学行为转化的认知延伸,同化和顺应是实现教学理念内化的心理机制;创新生成是教学行为转化的关键环节,教育思维是创新生成教学行为的思维机制;外化实践是教学行为转化的终端检修,行为反思和修正完善能力是制约"终端检修"质量水平的能力机制。The transformation from the new curriculum philosophy to teaching behavior is the transition process from the outside to the inside and also from the inside to the outside, which generally experiences the steps such as learning to understand the approval of the internalization the innovation and the generation externalization practice and so on. The logical starting point of the teaching behavior transformation is to learn how to understand. Teacher＇s conflicting ＂consciousness＂ of the advanced teaching philosophy with traditional teaching behavior is the germination mechanism of the new teaching behavior; the approval of the internalization is the cognitive extend of the transformation from teaching philosophy to teaching behavior. The assimilation and accommodation are psychological mechanisms which realize the internalization of the teaching philosophy. The innovation and generation are the key links of teaching behavior transformation. The educational thinking is the thinking mechanism of innovation and generation of teaching behavior. Externalization practices are the terminal overhaul of the teaching behavior transformation. Behavior reflection and amendment capacity are the capacity mechanism which restricts the qualitv level.

关 键 词：基础教育课程改革 教学理念 教学行为 

分 类 号：G420[文化科学—课程与教学论]