论教师教学敏感的缺失与建构  

On the educational implication of teachers′teaching sensitivity and its promotion path

作　　者：姜何 付光槐 JIANG He;FU Guang-huai(College of Educational Science,Hubei Normal University,Huangshi 435002,China)

机构地区：[1]湖北师范大学教育科学学院,湖北黄石435002

出　　处：《湖北师范大学学报（哲学社会科学版）》2020年第5期114-118,共5页Journal of Hubei Normal University（Philosophy and Social Science）

基　　金：教育部人文社科青年项目“中小学教学敏感的水平特征及其形成机制研究”(19YJC880023);湖北省教育科学规划一般项目“鄂派名师的地域文化属性特征及形成机制研究”(2018GB050)的阶段性成果之一。

摘　　要：教学敏感是教师在长期的教育教学工作中形成的一种看似无意识的感知、理解和解释能力,教师的教学敏感是衡量教师教学意识的一项重要素养。然而,在实际的教学之中存在教师的自主责任缺位,教师的教学偏离了教学对象的发展方向;教师缺乏批判思维,忽视了教育资源的开发与组织;缺失教育智慧,错失了教育契机的选择与转化;反思意识缺席,束缚教师生命的自我成长等问题。因此要呼唤教师内心的觉醒,意味着必须帮助教师在教学敏感的语脉和坐标中,敞亮和澄明教师教学敏感的提升路径。Teaching sensitivity is a kind of seemingly unconscious awareness,comprehension and interpretation ability formed by teachers in the long-term education and teaching work.However,in the actual teaching,there is a vacancy of the teacher′s independent responsibility,and the teacher′s teaching deviates from the development direction of the teaching object;teachers lack critical thinking and ignore the development and organization of educational resources;Lack of educational wisdom,missed the choice and transformation of educational opportunities;The absence of reflective consciousness constrains teachers′self-growth and so on.Therefore,to call for the awakening of the teacher′s heart means to help the teacher in teaching the sensitive language pulse and coordinates,bright and clear teachers teaching the sensitive ascension path.

关 键 词：教学敏感 教育智慧 专业成长 

分 类 号：G632[文化科学—教育学]