大学课堂教学中教师敏感性的解析与重构  

Analyzing and Reconstructing Teacher Sensitivity in College Classroom Teaching

作　　者：付春新 Fu Chunxin

机构地区：[1]安徽省社会科学院社会学所,合肥230051

出　　处：《江苏高教》2024年第8期102-108,共7页Jiangsu Higher Education

摘　　要：大学课堂教学作为一种以教学内容和课堂互动为要素的师生交往活动,教师敏感性是维持其高效运行的基本保证。教师敏感性是指教师对于课堂教学场域中由教学内容和课堂互动等要素共构的各种关系和影响,保持一种适度觉察、领悟和干预的意识与行动,教师敏感性与信任相互支持。重建课堂信任,唤醒教师敏感性,是提升大学课堂教学质量的关键举措。本研究基于信任的视角,从教学内容与课堂互动等方面对教师敏感性的理论基础和实践困境进行解析,并提出重构大学课堂教学中教师敏感性的实践逻辑与路径,具体包括:重构教学内容中的价值敏感性,重塑课堂互动中的信任敏感性,重建课堂教学中的评价敏感性。College classroom teaching is a kind of teacher-student activity with teaching content and classroom interaction as elements,and teacher sensitivity is the basic guarantee for maintaining its efficient operation.Teacher sensitivity refers to the consciousness and action of teachers in maintaining moderate awareness,comprehension,and intervention towards various relationships and influences co-constructed by teaching content and classroom interaction in the classroom teaching field.Teacher sensitivity and trust support each other.Rebuilding classroom trust and awakening teacher sensitivity are key measures to improve the quality of college classroom teaching.This study is based on the perspective of trust,analyzing the theoretical basis and practical difficulties of teacher sensitivity from the aspects of teaching content and classroom interaction,and proposing the practical logic and path of reconstructing teacher sensitivity in college classroom teaching,which include rebuilding value sensitivity in teaching content,reshaping trust sensitivity in classroom interaction,and reconstructing evaluation sensitivity in classroom teaching.

关 键 词：教师敏感性 课堂信任 大学课堂教学 价值敏感 信任敏感 评价敏感 

分 类 号：G642[文化科学—高等教育学]