基于情境教学理论的教师学习力提升策略探究  

Exploration of Teachers'Learning Ability Improvement Strategies Based on Situational Teaching Theory

作　　者：张萍 宋磊 刘晓威 ZHANG Ping;SONG Lei;LIU Xiaowei(Department of Humanitties and Management,Xi'an Traffic Engineering Institute,Xi'an 710300)

机构地区：[1]西安交通工程学院人文与管理学院,陕西西安710300

出　　处：《西安交通工程学院学术研究》2022年第3期99-102,共4页Academic Research of Xi'an Traffic Engineering Institute

摘　　要：情境教学理论是一种以情境为基础的教学方法,是通过情境与学习者的互动而实现的。教师学习力是教师具备持续学习和发展的能力和意愿,能够应对复杂多变的教学任务和环境,不断提高自身的教学能力和水平。本研究旨在探究基于情境教学理论的教师学习力提升策略,通过对教师学习力的深入分析,结合情境教学理论的核心观点,提出了有效的教师学习力提升策略。基于情境教学理论的教师学习力提升策略能够有效地提高教师的学习效果和能力,具有一定的理论价值和实践意义。Situational teaching theory is a context-based teaching method that is realized through the interaction between context and learners.Teacher learning ability is that teachers have the ability and willingness to continue learning and development,be able to cope with complex and changeable teaching tasks and environments,and continuously improve their teaching ability and level.This study aims to explore the strategies of teachers'learning ability improvement based on situational teaching theory,and proposes effective teachers'learning ability improvement strategies based on in-depth analysis of teachers'learning ability and the core perspectives of situational teaching theory.The strategy of improving teachers'learning ability based on situational teaching theory can effectively improve the learning effect and ability of teachers,and has certain theoretical value and practical significance.

关 键 词：教师学习力 情境教学理论 提升策略 

分 类 号：G45[文化科学—教育学]