教师教学效能的价值论审思  

A Study on the Axiology of Teaching Efficacy

作　　者：李红梅[1] 靳玉乐[1] 罗生全[1] LI Hongmei;JIN Yule;LUO Shengquan(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教师教育学报》2018年第4期15-21,共7页Journal of Teacher Education

基　　金：重庆市研究生科研创新项目"知识探究与价值塑造:中小学社科价值教育研究"(CYB18082);项目负责人:李红梅;北京师范大学中国基础教育质量监测协同创新中心研究生自主课题"中小学生语文学习状况调查指标研究"(SCSP-2016A1-16004);项目负责人:李红梅

摘　　要：教师教学效能并非纯粹心理学意义上的效能感,而是主体感受与具体情景的交融。对教学效能的价值论审思应超越单一的心理学认知或信念范畴,回归教育学本体的价值诉求,提升教师主体存在的内生动力、学生主体发展的外发动力和"人学"为体的永恒动力,进而通过重构教师自我认知体系、主动建构教师专业发展体系、不断完善教学场域文化体系等价值手段促进其价值实现。Teaching efficacy is not just a purely psychological sense of self-efficacy characterization,but the interaction of body feeling and scene concreteness.The study on the axiology of teaching efficacy should transcend the category of psychological cognition or belief,pay close attention to the value demand of education.That is to say,the study is to enhance teachers＇ endogenous power,the outgoing driving force of the development of student body and the eternal power of＂human science＂so as to help teachers realize their value by reconstructing their self cognition system,creating professional development system,and improving the cultural system of teaching field.

关 键 词：教学效能 价值论 价值向度 价值追求 价值手段 

分 类 号：G625.1[文化科学—教育学]