教学实践智慧发展论
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摘要
当代教育越来越关注教学实践智慧。所谓教学实践智慧是在教学中,教师充分理解教学情境,巧用教学资源营造情智相长的和谐氛围,优化实现教学目标的能力。教学实践智慧是实践智慧与具体的教学实践紧密结合的产物,除具有实践智慧的普遍性外,还有自身的特征。教学实践智慧是具体的,通常以外在和内在两种形式表现出来。
本文先澄清教学实践智慧的基本概念,然后剖析了一些“伪”教学实践智慧,明确否定了前人认为教学实践智慧不能传递的观点,提出教学实践智慧不但是能够传递的,而且是必须传递的,没有它的传递就没有教学理论智慧的丰富与发展。教学实践智慧的传递是一个复杂的过程,发展教学实践智慧本身也是一种传递。可见,人类整体的教学实践智慧发展过程不仅能够说明教学实践智慧是能够传递的,而且它正是借助教学实践智慧的传递得到丰富的。
教学实践智慧是具体的,教师不但可以通过它的表征清晰地感知它,而且还可以通过提取相关信息,在理解它的基础上对其重构,使其成为自己的意识对象。无论是教学实践智慧的获得者还是旁观者,都可以根据对它的表征和自己的理解和具体需要提取它的本体意义,进而生成新的意义,让它在个体之间传递或者由个体的智慧转化为集体共享的教学实践智慧资源。
教学实践智慧的发展具有重要的现实意义。它有利于创造“情智相长”的教学氛围,为有效实现教学目标服务,同时也促进教师生命意义的丰富。当然,教师发展教学实践智慧,受许多因素的制约。教学质量的提升需要教师发展教学实践智慧,教师生命可能性的实现也呼唤教师不断发展教学实践智慧。这是影响其发展的主要环境因素。从个体角度看,影响教师个人发展的主要因素有认知、感情和意志等方面的因素。没有教师对教学实践的感知、感情体验以及意志调控,教学实践智慧也无从谈起,同样,教学实践智慧发展过程中需要一系列的认知、感情和意志等方面的调节。
本文最后提出了加速教学实践智慧发展的设想:一是加速“混沌与秩序”的转化,创设优化的教学情境;二是强化教学感情、教学沉浸和教学反思,采扔行У姆⒄故侄?三是对已经发生的教学实践展开研究,总结教学经验,使教学实践智慧增值。
Contemporary education pays more and more attention to the teaching practical intelligence at present. And teaching practical intelligence is the ability that the teacher fully understands the teaching situation, flexibly uses teaching resources to cultivate harmonious atmosphere of 'emotion and intelligence promote mutually' between teachers and students, so as to efficiently realize the goal of teaching. Teaching practical intelligence is the production that the practical intelligence combined with concrete teaching practice, it has its own features besides the general characteristic of practical intelligence. Teaching practical intelligence is concrete, it is displayed with exterior and inner forms.
At first, the paper Clarified the basic conception of teaching practical intelligence first, then thoroughly dissected some " false " teaching practical intelligence, and definitely denied forefathers' opinion that teaching practical intelligence is not transferable, put forward the view that teaching practical intelligence is not only concrete and transferable but also must be transmitted, teaching theory intelligence couldn't be enriched and developed without its transmission. It is a kind of complicated course to transmit teaching practical intelligence, the development of teaching practical intelligence is a kind of transmission. It is obvious that the course of developing people's teaching practical intelligence can not merely explain that teaching practical intelligence is able to transmit, but its enrichment is just through transmitting teaching practical intelligence.
Teaching practical intelligence is concrete, the teacher can not only perceive it clearly through its representation, but also can draw the relevant information, on the basis of understanding it, and then reconstruct it, at last make it become own consciousness target. No matter the teaching practical intelligence participants or onlookers, all of them can follow its representation, their own understanding and concrete need to draw its meaning, then produce new significance, and let it transmit among individuals or turn it from the individual's intelligence into collective intelligence resource.
It has realistic significance that the teachers develop teaching practical intelligence, it not only can cultivate harmonious atmosphere of 'emotion and intelligence promote mutually' to serve for effectively realizing the goal of teaching, but also can enrich the significance of teachers' life. Of course, there are some factors that influence teachers to develop teaching practical intelligence. The advance of teaching quality needs that the teachers develop teaching practical intelligence, the accomplishment of teaching validity calls the teachers to develop it constantly too. These are the main environment factors of influencing the development. From individual aspect, the main factors that influencing individual development include cognitive, emotion and will. There is no teaching practical intelligence without teachers' practical perception, emotion experiencing and will control, likewise, the development of teaching practical intelligence needs a series of adjustive elements of cognition, emotion and will, etc.
At last, the paper puts forward the assumption that the teachers accelerate development of teaching practical intelligence. First, promote the transform of " Chaos and order " ; secondly, intensify teaching emotion, teaching immersion and teaching reflection, and adopt effective development ways; Thirdly, research teaching action that had happened, summarize the teaching experience, to make teaching practical intelligence increase.
本文先澄清教学实践智慧的基本概念,然后剖析了一些“伪”教学实践智慧,明确否定了前人认为教学实践智慧不能传递的观点,提出教学实践智慧不但是能够传递的,而且是必须传递的,没有它的传递就没有教学理论智慧的丰富与发展。教学实践智慧的传递是一个复杂的过程,发展教学实践智慧本身也是一种传递。可见,人类整体的教学实践智慧发展过程不仅能够说明教学实践智慧是能够传递的,而且它正是借助教学实践智慧的传递得到丰富的。
教学实践智慧是具体的,教师不但可以通过它的表征清晰地感知它,而且还可以通过提取相关信息,在理解它的基础上对其重构,使其成为自己的意识对象。无论是教学实践智慧的获得者还是旁观者,都可以根据对它的表征和自己的理解和具体需要提取它的本体意义,进而生成新的意义,让它在个体之间传递或者由个体的智慧转化为集体共享的教学实践智慧资源。
教学实践智慧的发展具有重要的现实意义。它有利于创造“情智相长”的教学氛围,为有效实现教学目标服务,同时也促进教师生命意义的丰富。当然,教师发展教学实践智慧,受许多因素的制约。教学质量的提升需要教师发展教学实践智慧,教师生命可能性的实现也呼唤教师不断发展教学实践智慧。这是影响其发展的主要环境因素。从个体角度看,影响教师个人发展的主要因素有认知、感情和意志等方面的因素。没有教师对教学实践的感知、感情体验以及意志调控,教学实践智慧也无从谈起,同样,教学实践智慧发展过程中需要一系列的认知、感情和意志等方面的调节。
本文最后提出了加速教学实践智慧发展的设想:一是加速“混沌与秩序”的转化,创设优化的教学情境;二是强化教学感情、教学沉浸和教学反思,采扔行У姆⒄故侄?三是对已经发生的教学实践展开研究,总结教学经验,使教学实践智慧增值。
Contemporary education pays more and more attention to the teaching practical intelligence at present. And teaching practical intelligence is the ability that the teacher fully understands the teaching situation, flexibly uses teaching resources to cultivate harmonious atmosphere of 'emotion and intelligence promote mutually' between teachers and students, so as to efficiently realize the goal of teaching. Teaching practical intelligence is the production that the practical intelligence combined with concrete teaching practice, it has its own features besides the general characteristic of practical intelligence. Teaching practical intelligence is concrete, it is displayed with exterior and inner forms.
At first, the paper Clarified the basic conception of teaching practical intelligence first, then thoroughly dissected some " false " teaching practical intelligence, and definitely denied forefathers' opinion that teaching practical intelligence is not transferable, put forward the view that teaching practical intelligence is not only concrete and transferable but also must be transmitted, teaching theory intelligence couldn't be enriched and developed without its transmission. It is a kind of complicated course to transmit teaching practical intelligence, the development of teaching practical intelligence is a kind of transmission. It is obvious that the course of developing people's teaching practical intelligence can not merely explain that teaching practical intelligence is able to transmit, but its enrichment is just through transmitting teaching practical intelligence.
Teaching practical intelligence is concrete, the teacher can not only perceive it clearly through its representation, but also can draw the relevant information, on the basis of understanding it, and then reconstruct it, at last make it become own consciousness target. No matter the teaching practical intelligence participants or onlookers, all of them can follow its representation, their own understanding and concrete need to draw its meaning, then produce new significance, and let it transmit among individuals or turn it from the individual's intelligence into collective intelligence resource.
It has realistic significance that the teachers develop teaching practical intelligence, it not only can cultivate harmonious atmosphere of 'emotion and intelligence promote mutually' to serve for effectively realizing the goal of teaching, but also can enrich the significance of teachers' life. Of course, there are some factors that influence teachers to develop teaching practical intelligence. The advance of teaching quality needs that the teachers develop teaching practical intelligence, the accomplishment of teaching validity calls the teachers to develop it constantly too. These are the main environment factors of influencing the development. From individual aspect, the main factors that influencing individual development include cognitive, emotion and will. There is no teaching practical intelligence without teachers' practical perception, emotion experiencing and will control, likewise, the development of teaching practical intelligence needs a series of adjustive elements of cognition, emotion and will, etc.
At last, the paper puts forward the assumption that the teachers accelerate development of teaching practical intelligence. First, promote the transform of " Chaos and order " ; secondly, intensify teaching emotion, teaching immersion and teaching reflection, and adopt effective development ways; Thirdly, research teaching action that had happened, summarize the teaching experience, to make teaching practical intelligence increase.
引文
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[4]同上
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