教师教学技能实践:内涵、逻辑及提升路径——基于反思实践论的视角  

Teachers’Teaching Skills Practice:Connotation,Logic and Improvement Path——Based on the Reflective Practice Theory

作　　者：覃千钟 魏宏聚[1] Qin Qianzhong;Wei Hongju(Henan University)

机构地区：[1]河南大学教育学部

出　　处：《当代教育科学》2022年第12期68-76,共9页Contemporary Education Sciences

基　　金：国家社会科学基金教育学一般课题“基于教学切片的课堂诊断程序与原理探究”(项目编号:BHA180118)的研究成果之一。

摘　　要：反思实践论是耦合教师教学技能实践内涵、逻辑和发展的分析视角。在反思实践视域下,教学技能实践是构建和表征个体知识的教学行为,是受默会知识支配的教学情境行动;教学技能实践遵循“问题—情境”式的教学经验表征、“功能—手段”式的教学策略表达及“归纳—印证”式的教学实践理论的逻辑。依据反思实践理路,依托师徒结对反思教学技能,学习教学技能实践知识;建构研究性教学实践共同体,开展教学技能行动研究;基于课堂观察制作教学切片,提炼教学技能实践经验等,是反思和提升教师教学技能的路径。The“reflective practice theory”is an analytical perspective on the connotation,logic and development of coupled teachers’teaching skills practices.Under the perspective of reflective practice,teaching skill practice is a pedagogical act of constructing and representing individual knowledge,which is governed by tacit knowledge;teaching skill practice follows the logic of“problem-situation”style of teaching experience representation,“function-means”style of teaching strategy expression,and“inductive-evidence”style of teaching practice theory.The practice of teaching skills follows the logic of“problem-situation”teaching experience representation,“functionmeans”teaching strategy expression and“induction-evidence”teaching practice theory.According to the logic of reflective practice,we can reflect on teaching skills and learning practical knowledge of teaching skills through mentor-apprentice pairing;construct research teaching practice community and carry out action research on teaching skills;make teaching slices based on classroom observation and refine practical experience of teaching skills.These are the paths to reflect and improve teachers’teaching skills.

关 键 词：反思实践 教学技能 教学经验 行动中反思 

分 类 号：G420[文化科学—课程与教学论]