摘要
课堂是学校教育提质增效的主阵地,课堂教学效果的优劣很大程度上取决于教师的教学决策。因而,科学的教学决策是提高教学效果与质量的关键性因素。教师教学决策由预设阶段、互动阶段及反馈阶段构成。目前教师在教学决策过程中出现了预设同质化,常倚重经验判断;实施程序化,致使教师应变能力消减;反馈浅表化,引发教学质量下滑等实践壁垒,而发生现象学为提升教学决策质量提供了全新的视角,教师可通过增强决策意识,应用循证教学;兼顾多元需求,锤炼应变本领;深虑决策利弊,落实提质增效等策略,有效突破现存壁垒,推动教育教学的高质量发展。
Classroom is the main position to improve the quality and efficiency of school education,and the quality of classroom teaching largely depends on teachers' teaching decisions.Therefore,the scientific teaching decision is the key factor to improve the teaching effect and quality.Teachers' teaching decision is composed of preset stage,interaction stage and feedback stage.At present,the preset homogeneity appears in the teaching decision-making process,and teachers often rely on experience judgment;the implementation is procedural,which leads to the reduction in teachers' response to changes;and the feedback is superficial,which results in the decline of teaching quality.Genetic phenomenology provides a new perspective for the improvement of teaching decision-making quality.By enhancing the awareness of decision-making and applying the evidence-based teaching,giving consideration to multiple needs and improving the ability to respond to changes,and pondering on the advantages and disadvantage of decision-making and implementing the quality and efficiency improvement,teachers can hope to effectively break through these practical barriers and promote the high-quality development of teaching and education.
作者
李海英
龙宝新
邱灿
LI Hai-ying;LONG Bao-xin;QIU Can(Faculty of Education,Shaanxi Normal University)
出处
《教育理论与实践》
北大核心
2024年第10期45-51,共7页
Theory and Practice of Education
基金
2022年度高校思想政治理论课教师研究专项重大课题攻关项目“新时代思政课适应性研究”(项目编号:22JDSZKZ05)的研究成果。
关键词
教师教学决策
发生现象学
决策意识
多元需求
决策利弊
teachers’teaching decision-making
genetic phenomenology
decision-making awareness
multiple needs
the advantages and disadvantage of decision-making
作者简介
李海英(1997-),女,宁夏银川人,陕西师范大学教育学部硕士研究生,主要从事教师教育学研究;龙宝新(1973-),男,陕西洋县人,陕西师范大学教育学部教授、博士研究生导师,陕西师范大学教师教育协同创新中心主任,主要从事教育基本理论、教师教育学研究;邱灿(1990-),女,山东聊城人,陕西师范大学教育学部博士研究生,主要从事课程与教学论、教育管理研究。
