课堂教学预见力:学理审视与发展路径  

Classroom Teaching Foresight:Theoret ical Review and Development Path

作　　者：金铭 李如密[1] Jin Ming;Li Rumi

机构地区：[1]南京师范大学课程与教学研究所,南京210097 [2]浙江省温州市第二外国语学校,温州325000

出　　处：《课程．教材．教法》2024年第1期47-54,共8页Curriculum，Teaching Material and Method

摘　　要：课堂教学预见力是教师根据既往的教学经验和实时的教学情境,对未来的课堂状态、变化及走向给出分析、判断和推导,对师生关系作出辨认、理解甚至转向的能力。课堂教学预见力有助于锤炼教师的教学个性,推进教师向专家型发展;回应学生的内在关切,指向真实的师生对话;回归教学的教育性,构建创新型课堂样态。课堂教学预见力的发展要求教师保持教学敏感性,关注课堂经验的生成;厚积知识库存,调动创造性思维;借助信息技术,对课堂预见实现精准帮学。Classroom teaching foresight refers to the ability of teachers to analyze,judge and deduce future classroom state,change and trend based on past teaching experience and real-time teaching situation,and to identify,understand,and even turn towards teacher st udent relationship.The foresight helps to hone teachers'personality and promote their development to expert,respond to st udents'internal concerns and point to genuine teacher student dia logue,return to the educational nature of teaching and build innovative classroom.Its development requires teachers to maintain teaching sensitivity and pay attention to the generation of classroom experience,accumulate knowledge and utilize creative thinking,and employ information technology to help anticipate the classroom foresight.

关 键 词：课堂教学 教学预见力 教学敏感性 创造性思维 技术预见 

分 类 号：G42[文化科学—课程与教学论]