教学遗憾及其应对策略  

Teaching Regret and Its Coping Strategy

作　　者：罗祖兵[1] 赵力慧 Luo Zubing;Zhao Lihui

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《课程．教材．教法》2024年第2期71-79,共9页Curriculum，Teaching Material and Method

基　　金：国家社科基金后期资助项目“超越‘知识’:指向核心素养的教学研究”(22FJKB016)。

摘　　要：教学遗憾是指教师在遵守教学规律的前提下,竭尽所能地开展教学活动后仍发现现实教学与理想教学之间存在差距而引发的一种后悔感,以及渴望进一步优化教学的迫切感。它不等于且不包含教学失误。教学失误是教学科学层面上的一个事实性存在,表明教师的教学存在问题,而教学遗憾则是教师教学艺术层面上的一种心理状态,表明教师在追求卓越教学。教学遗憾若为教师所意识与所重视,便能助力教师的深度发展,促成美好的教学生活,达致教学的卓越境界。其生成的前提是理想教学的无限性,生成的基础是教学过程的开放性,生成的关键是教师发展的蝶化性。教学遗憾虽具有重要价值,但教师不能故意制造遗憾,也不能有意回避遗憾。为更好地发挥教学遗憾的价值,教师应转变教学观念,理性地认识遗憾;释放教学想象,敏锐地发现遗憾;注重教学反思,深入地分析遗憾;善于教学探索,坚守学生立场、把守学习立场、恪守学科立场,持续地转化遗憾。Teaching regret refers to a sense of regret caused by the gap between realistic and ideal teaching after efforts under the guidance of teaching law,and the urgency to optimize teaching.It does not mean and include teaching error which is factual existence on the level of teaching science,indicating problems in teaching,while teaching regret is a psychological state on the level of teaching art,demonstrating the pursuit of excellent teaching.Awareness and attention to teaching regret can help teachers develop themselves,promote better teaching life and achieve the excellent state of teaching.Its premise is the infinity of ideal teaching,its basis is the openness of teaching process,and its key is the transformation of teacher development.Although teaching regret is of great value,teachers shouldn't deliberately create regret or avoid it.In order to give full play to its value,teachers should change teaching concept and rationally understand regret,release teaching imagination and discover regret,pay attention to reflection and deeply analyze regret,and be good at teaching exploration,stick to student,study and disciplinary position,and constantly transform regrets.

关 键 词：教学遗憾 教学失误 教学艺术 理想教学 现实教学 

分 类 号：G42[文化科学—课程与教学论]