论教师的教学交往素养  

On Teachers' Teaching Communication Quality

作　　者：余闻婧[1] 

机构地区：[1]江西师范大学教育研究院,副教授南昌330022

出　　处：《教育发展研究》2016年第18期72-79,84,共9页Research in Educational Development

基　　金：教育部人文社会科学研究青年基金项目"存在论视域下中小学教师的专业意识研究"(14YJC880104);江西省社会科学"十二五"规划项目"儒家实践智慧的教育学阐释与创造(15JY24)的阶段性成果

摘　　要：当教师从面向"物"的教学交往转向面向"人"的教学交往时,教师的教学交往素养才得以展现。教师的教学交往素养是教师承认学生学习主动性,始终建立自身的教与学生的学之间关联与联系的专业素养。其构成要素包括:发出邀请的素养、善于倾听的素养和主动协助的素养。其形成路径包括:在澄明理解中邀请、在虚心探究中倾听和在适度表现中协助。培养教师的教学交往素养,使教师在隐蔽中敞亮、在被动中能动、在助人中成人,使学生重获学习的主动性、自主性和独特性,也使得教师的教和学生的学之间的内在关联在不断深化、巧化、活化中走向博厚、高明和悠久。When teacherschange from the object focused teaching communication to the person focused teaching communication, the teacher＇s teaching communication quality can be displayed. Teachers＂ teaching communication quality is a teacher＇s recognition of students＂ learning initiative, and always establish relationship between their own teaching and student＇s learning. The elements include： the invitation of the quality, the ability to listen to and the initiative to assist. The formation path includes： to invite clear understanding, to humbly listen, and to assist in the moderate performance. To cultivate teachers＂ teaching communication quality could help teachers to be active, to improve themselves in helping people, to help students succeed in learning and acquire autonomy and initiative, also to make the relation between teachers and students deep and sustainable develop.

关 键 词：教学交往 教师素养 教学交往素养 

分 类 号：G451[文化科学—教育学]