教师教学习惯的价值意蕴、影响因素与优化策略  

The Value Connotation,Influencing Factors,and Optimization Strategies of Teacher's Teaching Habits

作　　者：傅杨 FU Yang

机构地区：[1]安徽师范大学

出　　处：《吉林省教育学院学报》2024年第12期54-61,共8页Journal of Jilin Provincial Institute of Education

摘　　要：教师教学习惯是教师在长期反复的教学实践中逐步形成并在教学过程中表现出来的无意识的、稳定的教学行为方式和思维方式。教学习惯具有独特性与普遍性、积极性与消极性、相对稳定性与发展变化性相统一的特性。教师良好的教学习惯有助于学生良好习惯的养成、教学效率的提高及教师专业的发展。教师教学习惯的生成受到多重因素的影响,实践经验、教育信念、教学文化分别构成了教师教学习惯生成的基础、动力及约束条件。为推动教师教学习惯的不断优化,教师应主动变革教学观念,强化更新意识,反思教学行为,丰富更新经验,学校要推动校园文化建设,提供优化环境。Teacher's teaching habits are unconscious and stable teaching behaviors and thinking patterns gradually formed by teachers through long-term repeated teaching practice,and manifested in the teaching process.Teaching habits have the characteristics of uniqueness and universality,activity and negativity,relative stability and developmental variability.Good teaching habits of teachers contribute to the cultivation of good habits among students,the improvement of teaching efficiency,and the professional development of teachers.The generation of teachers'teaching habits is influenced by multiple factors,with practical experience,educational beliefs,and teaching culture forming the foundation,driving force,and constraints for the generation of teachers'teaching habits.To promote the continuous optimization of teachers'teaching habits,teachers should actively change their teaching concepts and strengthen their awareness of updating;Reflect on teaching behavior and enrich and update experience.Schools should promote the construction of campus culture and provide an optimized environment.

关 键 词：教学习惯 价值意蕴 影响因素 优化策略 

分 类 号：G652[文化科学—教育学]