摘要
在当前的教学过程中,中小学课堂中偏见现象大量存在,特别是教师对学生的认知偏见,往往影响教师的正确判断,影响其教学策略的实施,学生成为教师认知偏见的受害者。教师作为教学实践过程中的重要的主体,必须克服认知偏见,教学只有这样才能达到教育的最终目的。
In the course of teaching, there exists much prejudice in classroom, especially teachers＇ cognitive prejudice to students, which affects teachers＇ judgment and implementation of teaching strategies, and students become victims of teachers＇ cognitive prejudice. Teachers, as an important subject in teaching practice, must overcome cognitive prejudice, and only in this way can the aims of education be realized.
出处
《天津师范大学学报（基础教育版）》
2008年第2期11-14,共4页
Journal of Tianjin Normal University(Elementary Education Edition)
关键词
教学过程
教师
学生
认知偏见
the course of teaching
teacher
student
cognitive prejudice
