教师角色定位与课堂教学重构:教师互动行为研究的启示  

Teacher Role Positioning and Classroom Teaching Reconstruction:Insights from the Research on Teacher Interpersonal Behaviors

作　　者：尹弘飚[1] 林炜 YIN Hong-biao;LIN Wei(Department of Curriculum & Instruction,Chinese University of Hong Kong,Hong Kong SAR,999077,PRC;College of Teacher Education,Guangdong University of Education,Guangzhou,Guangdong,510631,PRC)

机构地区：[1]香港中文大学课程与教学系,香港999077 [2]广东第二师范学院教师教育学院,广东广州510631

出　　处：《当代教育与文化》2022年第1期1-6,共6页Contemporary Education and Culture

基　　金：2021年全国教育科学规划国家重点课题“我国义务教育学业负担综合治理研究”(AHA210009)。

摘　　要：教师互动行为是研究师生关系的有力抓手,相关研究结果对我们重构教师角色及课堂教学均有重要参考价值。通过分析我国课程教学情境中的教师互动行为,发现“教师领导型互动”和“学生自主型互动”两种行为是共存的,由此衍生出我国课堂教学中值得期待的四种教师角色:德高望重的领导者、手艺精湛的工匠、医术高明的医生和安排有序的调度员。这些认识为我们进一步实施课程改革和改善师生关系提供了启示。Teacher interpersonal behaviors are a strong foothold to explore teacher-student relationships in classrooms.Research findings on this topic provide important reference for educators to reconstructing teacher roles and their classroom teaching.Based on the analysis of teacher interpersonal behaviors in Chinese classroom settings,we found the coexistence of“teacher leadership”and“student freedom”behaviors,which elicits four desirable teacher roles in classroom teaching,namely,respectable leader,skilled craftsman,excellent doctor,and organized coordinator.These findings bring implications for further implementation of curriculum reform and the improvement of teacher-student relationships in China.

关 键 词：教师互动行为 师生关系 教师角色 课堂教学 课程改革 

分 类 号：G451[文化科学—教育学]