摘要
文化资本和教学习性是学校场域运作逻辑中的两个重要因素,文化资本的积累催生教学习性的改变;反思能帮助教师消解旧教学习性中与场域不合拍的结构;交往能重塑与新课程文化背景吻合的教学习性,因为交往是教学习性的内核。
Culture capital and teaching mannerism are two main factors in the logic of schooling operation, in which accumulation of culture capital converts teaching mannerism. Reflection can help teachers deconstruct the improper frame between outdated teaching mannerism and field. Communication can remold the teaching mannerism in harmony with new curriculum cultural background for it is the core of teaching mannerism.
出处
《江苏教育研究》
2010年第8期41-43,共3页
Jiangsu Education Research
基金
教育部教育科学"十一五"规划课题"新课程文化引领下促进教师教学习性改变的区域实践研究"(课题批准号FHB070376
主持人:张德超)成果之一
关键词
教学习性改变
积累
反思
交往
teaching mannerism conversion
accumulation
reflection
communication
