教学细节的内涵、价值及优化策略
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摘要
教学细节是构成教学行为的最小单位,是产生于一定教育教学情境,包含着教师、学生、教学内容等诸多教学要素的微小教学事件和微小课程。强调教学细节不仅源于对教学中诸多矛盾关系的考量,更源于变易学习理论对教学内容关键特征之变易的重视,以及舒尔曼PCK理论对教师教学专业发展内涵的揭示。优化教学细节,不仅需要我们观念上的转变,更需要我们对教学细节的不断反思、雕琢、欣赏、借鉴以及重构和创造。
Teaching details are the smallest units constituting the teaching behavior,and also the small teaching events and small courses including many teaching elements like teachers,students and teaching contents,which are generated in some certain teaching situations. Emphasizing the details of teaching originates not only from the consideration of many contradictory relations in teaching process,but also from the attention paid to the variation of key characteristics of teaching contents by the variation theory and the revelation of development connotation of teachers' teaching profession by PVK theory of Schulman. Optimizing the details of teaching requires not only our conceptual change,but also our continuous reflection,polish,appreciation and reference to others,as well as reconstruction and creation.
Teaching details are the smallest units constituting the teaching behavior,and also the small teaching events and small courses including many teaching elements like teachers,students and teaching contents,which are generated in some certain teaching situations. Emphasizing the details of teaching originates not only from the consideration of many contradictory relations in teaching process,but also from the attention paid to the variation of key characteristics of teaching contents by the variation theory and the revelation of development connotation of teachers' teaching profession by PVK theory of Schulman. Optimizing the details of teaching requires not only our conceptual change,but also our continuous reflection,polish,appreciation and reference to others,as well as reconstruction and creation.
引文
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[2]中国社会科学院语言研究所词典编辑室.现代汉语词典[M].北京:商务印书馆,2016.1408.
[3]张华.课程与教学论[M].上海:上海教育出版社,2000.88.
[4]R.M.加涅,W.W.韦杰.教学设计原理[M].上海:华东师范大学出版社,2007.170-171.
[5]盛群力.教学事件的扩展与八种学习类型的教学策略[J].浙江教育学院学报,2006,(2).
[6]National Academies of Sciences,Engineering,and Medicine.How People Learn II:Learners,Contexts,and Cultures[M].Washington,DC:The National Academies Press,2018.33.
[7]郑金洲.课堂教学的59个细节[M].福州:福建教育出版社,2012.总序.
[8]彭钢.新课程教学现场与教学细节[M].北京:教育科学出版社,2004.8-23.
[9]彭明辉,马飞龙.变易理论---学生自主学习和教师帮助之间的关系[J].教育学报,2009,(3):22-35.
[10]周宪.时代的碎微化及其反思[J].学术月刊,2014,(12):5-12.
[11]史蒂夫·马宁等.细节:如何轻松影响他人[M].苏西译.北京:中信出版集团,2016.165.
[12]朱永通.教育的细节[M].上海:华东师范大学出版社,2015.80.