论教学智慧及其生成

【作者】 成晓利；

【导师】 徐继存；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 我国的基础教育改革正稳步推进,课程结构的多样化、教学内容的丰富性、学生学习方式的灵活性、教学交往方式由独白转向对话等一系列的变革,给教师的教学实践带来了前所未有的冲击与挑战。教学活动的这种复杂性需要越来越多富有教学智慧的教师来改造今天的课堂,让课堂焕发出真正的活力。教学智慧是教师在教学实践活动领域内主动运用个体知识、经验、能力、思维等合理认识和创造性解决教学实际问题时所体现出来的综合素养。它不同于教学机智、教学技能以及教学艺术。它具有个体性、艺术性、缄默性、创造性、实践性的特点。教学智慧对于教师的发展有着重要的意义与价值,拥有教学智慧有助于教师提升教学专业能力;有助于教师充分利用课堂教学资源;有助于教师实现教学自由、自主的状态;更有助于教师感受教学生活的幸福。它应该成为每一位教师孜孜以求的理想与愿景。课堂教学离不开教学内容、教学过程、教学方法三个重要环节,三者环环相扣,教学才会生动开展。教师作为教学的承担者,在把握教学内容的内在逻辑和规律的基础上根据不同的情况,采用适合自身特点的教学方法,适时调整教学过程,使课前预设与课堂生成相得益彰。要实现这样的教学效果,需要充分彰显教师的教学智慧。然而,纵观多数的课堂教学在深层次上并没有发生实质性的变化,教师的教学智慧蛰伏于习以为常的教学行为之中。教学智慧遭遇现实的诘难既来自于教师自身如教学惯习、经验、思维、知识的局限又深受学校标准化管理以及封闭的教学文化的双重规约。要改变教师教学智慧缺失的现状,不断提升教师的教学智慧不是一蹴而就的事情,既依赖于教育教学管理制度为其提供宽松、自由民主的文化氛围,同时也依赖于教育管理者对和谐、合作的教师教学文化的重视与引导。但更重要的是教师要具有追求教学智慧的主动性和积极性,在日常的教学实践中通过学习、体悟不断地自我完善与自我超越。教师对教学智慧的追求在教学实践领域表现为:挣脱教学惯习的桎梏,保持高度的敏感性;开展教学研究与教学反思,关注教学经验的提升与改造;改善思维方式,提高教学的创造性水平;厚积知识素养,实现“转识成智”。更多还原

【Abstract】 Elementary education reform is improving steadily in our country. A great diversity of course structure, the richness of course contents and the flexible of learning methods. The ways of communication in education is transferred from monologue to dialogue. All of those changes bring unprecedented strikes and challenges to the teachers. The complexity of the teaching activity needs more and more teaching wisdom to create vigor in the class.Teaching wisdom is a kind of comprehensive qualities which use individual knowledge, experience, abilities and thinking to recognize properly and solve the teaching problem creatively in the practical teaching area. Its characteristics includes individuality, artistry, silence,creativity and practice. Therefore, it is different from teaching tact, teaching skills and teaching art. Teaching wisdom plays a crucial role in the development of teachers. Teachers may promote professional teaching ability with teaching wisdom, make full use of the teaching resource, reach the free and independent teaching state. It even helps teachers experience happiness of teaching life. It should be the ideal and wish to every teacher.Class teaching can not separate from teaching contents, teaching process and teaching methods. Only if they come together, teaching will develop vividly. Teachers, as the teaching carriers, according to different situation under mastering the inner logic of the teaching content and principle, use different teaching methods to regulate teaching process in order to reach best effects. It requires to manifest teaching wisdom fully to achieve this kind of teaching effects .However, most of the class teaching do not change virtually. Teaching wisdom of teachers cloister in teaching customs. Teachers confront with the realistic difficulties which come from two sides. The one comes from teachers themselves, such as the teaching practice, experience, thinking and the limit of knowledge, the other is determined by the standardization management of schools and the closed teaching culture. To change the lack of teaching wisdom and develop teaching wisdom is not an easy thing, which depend on management system supply relaxed and democratic atmosphere . At the same time, we will make harmonious and cooperative teaching culture of teachers. It even depends on the consciousness of teachers and make teaching wisdom be the pursuit of promoting and changing themselves voluntarily. In daily teaching practice, make self- consummation and self-exceeded. In the teaching practice area, it shows: get away from the limit of the conventions, keep high sensitivity; develop teaching research and teaching thought; pay attention to the promotion and creation of the teaching experience; change the ways of thinking and improve creative level of teaching; accumulate knowledgeable diathesis; realize the change from knowledge to wisdom.更多还原