师范生学习教学隐喻的内容、特征及启示  

Content,Characteristics and Enlightenments of Pre-service Teachers′Metaphors about"Learning to Teach"

作　　者：杨跃[1] YANG Yue

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《天津市教科院学报》2024年第3期13-21,共9页Journal of Tianjin Academy of Educational Science

基　　金：江苏省卓越教师培养计划改革项目“协同机制下研究型全科小学教师培养模式”(苏教师〔2015〕19)。

摘　　要：隐喻是一种有益的教师学习方式。分析本科师范生关于学习教学的隐喻文本,发现师范生学习教学隐喻涉及自然现象、日常生活现象、人类社会活动以及人类精神现象四类喻体;师范生学习教学隐喻的喻体内容丰富多样、隐喻表征新颖独特、隐喻内蕴细腻情感,显现出师范生在对学习教学的认识上具有个体性、创造性和具身性等特征。师范生对教学的复杂性、不确定性、情境性等特点已有较明晰的认识,但对这些特点所做阐释的准确性、深刻性则存在明显的个体差异;师范生仍需在“创造”隐喻的学习观层面进一步清晰、明确地阐释学习教学以及深度理解教学和学习教学的特殊性和挑战性。为此,深化教师教育课程教学改革,需要深入了解师范生对“学习做教师”的内隐认知,帮助其加深对教育专业实践性质、特点的理解,促进深层质变学习。Metaphor is an effective learning style for teacher′s professional learning.Texts analysis of metaphors about"learning to teach"written by pre-service teachers shows that these metaphors have substantial content and vehicles,including natural phenomena,daily life,social activities,and human spiritual phenomena.These metaphors are not only varied and rich in emotion,but also some of them are unique and novel.It shows the metaphors about"learning to teach"are full of individuality,creativity,and embodiment.The pre-service teachers have a relatively clearer understanding about uncertainty and complexity of teaching,but there are significant individual differences in the accuracy and depth of its interpretation.So they need deep understandings of teaching and learning-to-teach from the perspective of"learning as creation".Research findings enlighten us that,to deepen teacher education curriculum reform,tacit cognition and its rules about pre-service teachers′learning to teach should be explored delicately so as to help student teachers realize transformative learning.

关 键 词：学习教学 隐喻 师范生 质变学习 教师教育课程改革 

分 类 号：G652[文化科学—教育学]