论教师的教学情境感  

On Teachers' Teaching Situation Sense

作　　者：余闻婧[1] 

机构地区：[1]江西师范大学教育研究院,江西南昌330022

出　　处：《教师教育研究》2017年第3期87-92,共6页Teacher Education Research

基　　金：全国教育科学规划单位资助教育部规划课题(FHB160544)成果之一

摘　　要：教学情境感,是教师将每次课堂教学都作为一个统一整体的意识,将学生、知识、环境和自身等诸多教学因素进行创造性提取、重组和再生,以恢复教学指向人的意义。教师对这种教学情境的敏感和创造,其实是教师在整合各类知识、调动多重经验和交融多元文化中不断迈向专业的成熟,也是教师对教学真知和真实的探寻,更是教学中人的真性情的展现。运用我国传统文化思想中的"意境"观念理解教学情境感的形成,其实就是帮助教师从狭隘的视角转向开阔的眼界、从割裂的思考转向关联的思维、从执拗的偏见转向合作的姿态。Teaching situation sense, is making the classroom teaching time as an unified whole consciousness includingthe students, knowledge, environment and teachers and many other teaching factors, then to do creative extraction, reorgani- zation, regeneration and restoration of teaching refering to the meaning of human being. Teachers＇ sensitivity and creativity about this kind of teaching situation, is in fact teachers in the integration of all kinds of knowledge to mobilize multiple expe- riences and muhicuhural continue to move toward professional maturity, is a teacher seeking for the teaching knowledge and truth, is human＇ s true nature showing out in the teaching. Using Chinese traditional culture in the concept of ＂artistic concep- tion＂ to understand the sense of situation teaching forming, in fact, is to help teachers from the narrow perspective to broad- en their horizons, from fragmented thinking to association thinking, from the stubborn prejudices to cooperation attitude.

关 键 词：教学情境感 教师专业发展 

分 类 号：G421[文化科学—课程与教学论]