论教师的教学心思  

On Teachers′ Pedagogical Mindset

作　　者：洪早清[1] HONG Zaoqing(School of Teacher Education,Central China Normal University,Wuhan Hubei 430079,China)

机构地区：[1]华中师范大学教师教育学院,湖北武汉430079

出　　处：《教师发展研究》2024年第3期87-95,共9页Teacher Development Research

摘　　要：教学心思是教师源于对教学意义与价值的内在认同而形成的一种自觉自愿坚持思考和尽心琢磨教学的积极心理思维活动。教学心思与教师教学成长和学生发展深度关联,是教学的活力之源,具有生成教学智慧与教师精神的孵化功能。教师的教学心思有其内在特征和共同的价值意蕴,并在总体价值观上折射出为了学生成长发展、为了社会和谐进步、为了党和国家事业兴旺三个共同的价值追求;教师的教学心思可以通过教学信仰的培植、教学理性的熏陶和教学定力的提升凝聚精神力量,可以通过修德敬教、养智善思、精耕致远和自省慎独加以自我净化。考察和探讨教师的教学心思有益于更加全面深入地研究教师专业成长并促进教学质量提升。Teachers′ pedagogical mindset is a positive cognitive activity that stems from their intrinsic recognition of the significance and value of teaching.It is closely intertwined with teachers′ professional growth and students′ development,serving as the wellspring for teaching vitality,which can nurture pedagogical wisdom and foster teachers′ spirit.Teachers′ pedagogical mindset possesses inherent characteristics and shared values,which reflects three common pursuits of facilitating students′ growth and development,promoting social harmony and progress,and contributing to the prosperity of the Party and the state.Teachers can consolidate their spiritual strength through pedagogical mindset by cultivating educational beliefs,enhancing rationality in teaching,and sharpening their focus on teaching.Furthermore,they can refine themselves by cultivating moral character in teaching practice,nurturing intellectual acumen through critical thinking skills,extensive and visionary practices in teaching,as well as engaging in self-reflection for personal growth.Investigating and discussing on teachers′ pedagogical mindset are conducive to more comprehensive research endeavors that can promote teaching quality and teachers′ professional development.

关 键 词：教学心思 教师成长 教师精神 

分 类 号：G451[文化科学—教育学]