论教学偏见及其消减  

On the Teaching Prejudice and Its Abatement

作　　者：徐继存 Xu Jicun(Faculty of Education,Shandong Normal University,Jinan Shandong 250014,China)

机构地区：[1]山东师范大学教育学部,济南250014

出　　处：《课程．教材．教法》2022年第1期40-46,共7页Curriculum，Teaching Material and Method

摘　　要：教学偏见寓于教学先见,出没于教学理解之中,深刻地影响着教学实践。教学反思虽然有利于教师削减教学偏见,但不能完全规避教学理解上的偏差和歪曲,教师还应在教学反思的基础上广泛接纳他者的参与,开展积极的教学对话,通过教学的视界融合提升教学理解。Teaching prejudice resides in teaching foresight,appears in teaching understanding,and profoundly affects teaching practice.Although teaching reflection helps teachers reduce teaching prejudice,it cannot completely avoid deviation and distortion in teaching understanding.Teachers should also widely accept the participation of others based on teaching reflection,carry out positive teaching dialogue,and improve teaching understanding through the integration of teaching perspectives.

关 键 词：教学先见 教学偏见 教学反思 教学对话 

分 类 号：G42[文化科学—课程与教学论]