教学实践智慧:课堂教学的活力之源  

Review of Research on Relationship Between Principal Leadership and School Teaching Practical Intelligence and Classroom Teaching Vitality

作　　者：仇定荣 

机构地区：[1]常州市中天实验学校

出　　处：《江苏教育研究》2013年第8期31-35,共5页Jiangsu Education Research

基　　金：江苏省教育科学"十二五"规划2011年度立项课题(初中专项)"初中教师教学实践智慧研究"(E-c/2011/13)的研究成果

摘　　要：智慧课堂呼唤着教师的教学实践智慧。教师不但要努力发现和发展自己的教学实践智慧,还要善于将自己的这种实践性极强的教学智慧,转化为学生的学习智慧和创造智慧。教学实践智慧具有实践性、动态性、真理性、独创性和缄默性等特点。其生成策略主要有:科学设计,绘制智慧蓝图;有效教学,收获智慧硕果;理性反思,走进智慧殿堂。Intelligent classroom calls for teachers＇ teaching practical intelligence. Teachers should not only try to discover and develop their own teaching practical intelligence, but also convert it into students＇ learning and innovating wisdom. It is characterized by practice, dynamism, truth, originality, and implicitness, whose generating strategies mainly include： scientific designing to paint intelligent blueprint, effective teaching to achieve intelligent fruit, and rational reflection to enter the intelligent palace.

关 键 词：课堂教学 实践智慧 生成策略 

分 类 号：G42[文化科学—课程与教学论]