教学规则的理论内涵与实践价值:基于教师的视角  

Theoretical Connotation and Practical Value of TeachingRules from the Perspective of Teachers

作　　者：张勇 徐文彬[2] ZHANG Yong;XU Wen-bin(College of Teacher Education,Anqing Normal University;Institute of Curriculum and Instruction,Nanjing Normal University)

机构地区：[1]安庆师范大学教师教育学院,安徽安庆246133 [2]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育理论与实践》2025年第4期52-57,共6页Theory and Practice of Education

基　　金：安徽省高校科研重点项目“高质量发展背景下安徽省中小学校教学规则改革研究”(项目编号:2024AH052766)的阶段性研究成果。

摘　　要：教学活动始终离不开教学规则的指引和规范,其实践是理解和改善教学的一个重要维度。从本质内涵上说,教学规则是教师主体间的有限性体验、教学共识、共同意志、共同意义以及教学共同行动的统一,具有普适性、伦理性和灵活性等特征。教学规则的实践价值在于揭示教学活动的真实运行逻辑,促进学生核心素养培育落到实处;增强教师的教学规则意识,建立促进学生全面发展的教学秩序;重构教师主体间的责权利关系,激活教师的教学动力和活力。然而,教学规则的作用是一把“双刃剑”,这就要求教师以一种理性的视角认识和运用教学规则。Teaching activities can not be separated from the guidance and specification of teaching rule,and its practice is an important dimension to understand and improve teaching.In essence,teaching rules are the unity of limited experience,teaching consensus,common will,common meaning and common teaching action between teachers,which has the characteristics of universality,ethics and flexibility.The practical value of teaching rules is to reveal the real logic of teaching activities and promote the cultivation of students’core qualities;to strengthen teachers’awareness of teaching rules and establish a teaching order that promotes students’all-round development;and to reconstruct the relationships of responsibilities,power and interests among teachers and stimulate teachers’teaching motivation and vitality.However,the function of teaching rules is a“double-edged sword”,which requires teachers to understand and apply teaching rules from a rational perspective.

关 键 词：教学规则 教师教学共识 教学活动 教学秩序 责权利关系 

分 类 号：G420[文化科学—课程与教学论]