教学机智阐释的方法论进路及其教育启示  

Methodological Approaches and Educational Implications of an Interpretation of the Tact of Teaching

作　　者：朱丽儒 ZHU Liru(School of Educational Science,Lingnan Normal University,Zhanjiang,Guangdong 524048,China)

机构地区：[1]岭南师范学院教育科学学院,广东湛江524048

出　　处：《内江师范学院学报》2023年第11期80-85,共6页Journal of Neijiang Normal University

基　　金：粤西教师教育研究中心—粤台教师教育协同创新发展中心联合项目(2022JYXPT19)。

摘　　要：自赫尔巴特将机智引入教育学领域的讨论之后,范梅南系统性地探讨了教学机智从何而来与如何生成。面对形而上的抽象概念“教学机智”,范梅南阐释的内在逻辑,是在教学实践及其对教学实践的理解中阐释教学机智。这个阐释路径与马克思解决神秘主义概念的方法是一致的。范梅南阐释教学机智的方法论是“三观维度”分析法、现象学方法和教育现象学方法。沿着阐释教学机智的方法论进路,得到的教育启示是教师理解教学机智,可从微观层面的教学实践入手,过渡到中观层面的机智和教育机智,最后追溯到宏观层面的智慧教育学理论。同时,认识到教学机智在教育情境、教育关系和教育行动的内在关系中实现,可秉持非判断性理解、发展性理解和分析性理解的态度进行课堂理答,这样有助于教学机智的涌现。concept of the tact of teaching,Van Manen’s interpretation focuses on the intrinsic logic of the tact of teaching through the understanding of teaching practice and its impact on teaching practice.This interpretive approach aligns with Marx’s method of resolving mystical concepts.Van Manen’s methodological approach to interpreting the tact of teaching includes the analysis of three dimensions,phenomenological methods,and methods of educational phenomenology.Following this methodological approach to interpreting the tact of teaching,educational insights can be derived.Teachers can understand the tact of teaching by starting from the micro-level of teaching practice,transitioning to the meso-level of the tact and educational intelligence,and ultimately tracing back to the macro-level of theories of wise education.Additionally,it is recognized that the realization of the tact of teaching occurs within the intrinsic relationship of educational contexts,relationships,and actions.Adopting a non-judgmental,developmental,and analytical attitude towards classroom interactions can facilitate the emergence of the tact of teaching.

关 键 词：范梅南 教学机智 现象学 教育现象学 方法论 

分 类 号：G40-032[文化科学—教育学原理]