课堂教学的轶事反思与机智给予  

Anecdotal Reflections on Classroom Teaching with Witty Giving

作　　者：张银蓉 ZHANG Yin-rong(College of Humanities,Kashi University,Kashi 844000,Xinjiang,China)

机构地区：[1]喀什大学人文学院,新疆喀什844000

出　　处：《兵团教育学院学报》2023年第3期77-80,共4页Journal of Bingtuan Education Institute

摘　　要：课堂教学是一个双向互动的过程,教师引导学生学习新的知识,促进学生的学习和心理成长;学生以实时性的学习成果和课堂表现给予教师课堂教学反馈,促进教师优化课堂教学活动及教学设计。恰当地运用教育机智,不仅能引导学生树立主动积极的学习信心,还能实时观照学生的学习体验,优化课堂教学预期目标与终结性目标。因此,本文基于现象学视角下的教育景观,以初中语文课堂提问机智下的学习体验轶事为主体,回归初中语文教育实践本身,阐释现象学教育学视野中的语文课堂教学机智何以生成与实践。Classroom teaching is a mutual and interactive process,teachers guide students to learn fresh knowledge,promote students'learning and psychological growth;Students give teachers feedback on classroom teaching by current-time learning results and classroom manifestation,and promote teachers to optimize classroom teaching activities and instructional design.The proper use of educational tactics can not only guide students to establish active learning confidence,but also can observe students'learning experience in real time,optimize the expected goal and final goal of classroom teaching.Therefore,based on the educational landscape from the perspective of phenomenology,this paper returns to the practice of Chinese education in junior high school,by taking the anecdote of learning experience under the questioning wit in junior high school Chinese class as the main body,and explains the generation and practice of wit in Chinese classroom teaching from the perspective of phenomenology pedagogy.

关 键 词：现象学教育学 教育机智 初中语文 教育轶事 

分 类 号：G633.3[文化科学—教育学]