直觉教育实践的张力与限制  

Tension and Limit of Intuitive Education

作　　者：杨小秋[1] 

机构地区：[1]肇庆学院教育科学学院,广东肇庆526061

出　　处：《当代教师教育》2015年第3期35-39,共5页Contemporary Teacher Education

基　　金：广东省高等教育教学改革项目(GDJG20142481);广东省哲学社会科学"十一五"规划项目(GD10CJY01)

摘　　要：直觉教育实践的张力是指教师在教育情境中实践的直觉与实践的制度、逻辑以及教师惯习等规约因素的相互联系、相互制约的作用关系。逐渐建构起来的教师专业,充满了对直觉教育实践的诉求。教育实践的无穷魅力常常处于"应基于此"的直觉实践的底线和"不止于此"直觉实践的张力。同时,教师直觉实践的发生又存在内、外限制的合理性,而极端的限制会导致教师实践的直觉的"偏失"与"缺失",出现张力匮乏的现象。The tension of intuitive education practice is the relationship of reciprocal relevance and restraint of the binding factors of intuition and rules in teaching,logic and teaching conventions. Gradually built up,the teaching profession is filled with the appeal of intuitive educational practice. The charm of educational practice is often in the ＂should-be-based-on-this＂practical intuitive bottom line and the ＂more-than-that＂intuitive practice tension.Meanwhile,teachers＇ intuitive practice occurred inside and outside reasonably; and extreme limitatron will lead to intuitive ＂Deviation＂and ＂missing＂. There will be tension scarcity.

关 键 词：直觉教育实践 张力 限制 

分 类 号：G451[文化科学—教育学]