“门被打开”后教师关注转向的教育意蕴及启示--一种基于“被听课”体验的教育现象学分析

The Educational Implication and Enlightenment of Teacher-noticing--An Phenomenological Analysis Based on the Experience of Being Supervised

基于教育现象学的视角,考察高校教师在教学督导员听课的课堂情境下教师关注转向所蕴含的教育意蕴及启示。“被听课”体验显示,教师关注对象围绕门被打开、情绪变化、学生表现、教师发展四个方面展开,表明了教师作为被规训者所面临的理性危机及自我变革;教师作为被监督者所面临的紧张感及自我消解;教师关注推动师生互动的良性开展,以及在教学过程中实现教师专业发展。利用教师关注转向来提升教学质量和管理水平,可以从厘清教师和教学督导员的权责边界、通过消解紧张感来强化教师自我与角色认同、开展相关主体间关于改进教学的互动、发挥教师关注在教师专业发展中的价值等方面进行探索。

From the perspective of phenomenological pedagogy,this paper aims to investigate the educational significance of teacher-noticing in the classroom situation with instructional supervisors.The results are shown in the following four aspects:door opening,emotional change,student performance and teacher development,which indicate the rational crisis and self-evolution faced by teachers as disciplinarians;the tension faced by teachers being supervised and how they eliminate it;the benign development of teacher-student interaction promoted by teacher-noticing and the possibility of realizing teacher's professional development in the teaching process.Using the shift of teacher-noticing to improve teaching practice and teaching management can be explored from the aspects of clarifying the power and responsibility boundary of teachers and supervisors,eliminating tension by strengthening teacher's self and role identity,carrying out the interaction between relevant parties on optimizing teaching,and giving full play to the value of teacher's attention in teacher's professional development.