教学反馈力提升的现实困境和实践重构  

The Dilemma of Improving Teaching Feedbackand Its Reconstruction in Practice

作　　者：顾炜萌 岳欣云[1] GU Weimeng;YUE Xinyun(College of Education,Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学教育学院,北京100048

出　　处：《教师教育学报》2024年第4期106-113,共8页Journal of Teacher Education

基　　金：全国教育科学规划2023年度教育部重点课题“‘双减’背景下教师教研形成性评价构建与优化路径研究”(DHA230406),项目负责人:岳欣云。

摘　　要：教师的教育行为以及教育关系发生的时间和空间主要在课堂,而教学反馈力是教师进入课堂的基础和前提,是教师专业力的具体表现之一。教学反馈力是教师的一种言语素养,更是教师的一种回应素养。受传统课堂文化的影响、教师面对学生多样性需求的反馈无力以及教师发展空间不足等,导致教师的教学反馈存在针对性不强、倾向于关注学生的表层表现以及缺少对学生情感的关注和调节等现实困境。教学反馈力的提升需要促进教师的格式塔形成、改进教师的研修活动、重视学生的行动表现以及学校文化等要素的相互作用,而这需要教师、学生以及环境的多方参与和共同努力。The time and space of teachers educational behavior and educational relationship are mainly in the classroom.Teaching feedback is the basis and premise for teachers to enter the classroom.It is also one of the specific manifestations of teachers professional ability.Teaching feedback concernsboth the teacher’s verbal quality and response quality.However,due to the influence of traditional classroom culture,teachers inability to respond to students diverse needs,and teachers lack of development space,teaching feedback faces dilemmas such as weak pertinence,tendency to pay attention to students superficial performance,lack of attention and regulation of students emotions.The improvement of teaching feedback requires the interaction of factors such as promoting the formation of teacher gestalts,improving teacher training activities,valuing students performance and school culture,which requires the participation and joint efforts of teachers,students and the environment.

关 键 词：教师素养 教学反馈力 教师发展 教学机智 对话交往 

分 类 号：G451[文化科学—教育学]