教学理念内化:意蕴与价值  

Internalization of Teaching Concepts: Meaning and Value

作　　者：苗倩[1] 段作章[2] 

机构地区：[1]江苏师范大学教育研究院 [2]江苏师范大学基础教育研究中心,江苏徐州221116

出　　处：《教育理论与实践》2015年第2期59-62,共4页Theory and Practice of Education

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：教学理念内化是指内化主体出于自身需要,在内化中介和内化环境的作用下,受主体知、情、信、意等内在心理要素等影响,对教学理念进行认知、把握、选择、吸纳和接受,形成自己的内心信念的过程。教学理念的内化不但有助于促进教师教学观念的更新,而且可以为教学行为转化奠定思想基础,并为其转化提供动力支持。The internalization of teaching concepts is the process where the internalization subjects form their own teaching beliefs by understanding, mastering, selecting, absorbing and accepting teaching concepts under the influence of their inner psychological elements like knowledge, emotion, faith and wish. They undergo such a process out of their own needs due to the internalization medium and environment. The internalization of teaching concepts not only helps update teachers＇ teaching concepts, but also lays the ideological basis and provides dynamic support for the conversion of teaching behaviors.

关 键 词：教学理念内化 教学观念更新 教学行为转化 

分 类 号：G420[文化科学—课程与教学论]