论教师洞察力被引量：20

导出

摘要实践智慧是当代教师专业发展的关键要素之一,它的生成起点取决于教师洞察力的发展。教师洞察力的实质对多种信息的教育学意义和价值的明智判断,具有要点聚焦性、适度敏感性和内在伦理性的特征。这一洞察力心理机制是"视听统合"的体知方式;根据洞察的深度可分为感知、理解和展望的三个不同层次。根据广度,教学洞察力将体现在由直觉式的情境性洞察和反思性的特质性洞察为两端构成连续体。

作者赵艳红徐学福

机构地区西南大学教育学院湖南人文科技学院

出处《教育研究与实验》 CSSCI 北大核心 2013年第3期56-61,共6页 Educational Research and Experiment

基金中央高校基本科研业务费专项资金项目"特级教师教学愿景研究"阶段性成果(项目编号SWU1209471)

关键词实践智慧教学洞察力生成机制层次构成要素

分类号 G451.1 [文化科学—教育技术学]

引文网络
相关文献

参考文献23

1Aristotle. Nichomachean[M]. D. Ross. Trans. Oxford, UK: Oxford University Press,1998:47.
2Dunne, J. & Pendlebury, S. Practical Reason. In P. Gway- er, R. Smith & P.Standish (Eds.) The Blackwell guide to the phi- losophy of education. Oxford: Blackwell Publishers. 2002:198.
3Doll,W.E.Jr. The Culture of Method[G].//in Doll,W.E.Jr. Fleener,M.J., Truit,D. & St. Julien(eds). Chaos ,Complexity, Cur- riculum and Culture: A Conversation, New York: Peters Lang, 2005:59.
4Carre,D. Professionalism and Ethics in Teaching [M]. London:Rouledge,2005:197.
5Gadamer, H.G. Truth and Method[M]. New York:Con- tinuum, 1992:322.
6Dunne, J. & Pendlebury, S. (2002). Practical Reason. In P. Gwayer, R. Smith & P.Standish (Eds.) The Blackwell guide to the philosophy of education. Oxford: Blackwell Publishers. pp. 194-211.
7Shulman,L. Professional Development From experience[J]. in S. Wilson (Eds.) The Wisdom of practice: essays on teaching learning and learning to teach:San Francisco: Jossey-Bass, 2004:504.
8Kennedy,M, Knowledge and vision in teaching[J]. Jour- nal of Teacher education, 2006,57:209.
9Smith,Ro Paths of Judgment: the revival of Practical wisdom[J]. Educational philosophy and Theory, 1999,31 (3).
10McDowell,J. Mind, Value and Reality [M]. Cambridge Harvard University Press, 1998:73.

二级参考文献10

1Lennings CJ, Adolescents' time perspective, Perceptual and Motor Skills, 1992,74 : 424 - 426.
2Zimbardo P G , Boyd J N. Putting time in perspective: A valid,reiable individual - differences metric. Journal of Personality and Social Psychology, 1999,77(6) : 1271 - 1288.
3Jones M M, Cultural differences in temporal perspectives:Instrumental and expressive behavior in time. In J McGrath(Ed )Toward a social psychology of time perspective: New perspectives .Beverly Hills, CA: Sage. 1988:21 - 38.
4Lang F R & Carstensen L L. Time counts: Future time perspective, goals and social relationships. Psychology and Aging,2002,17 : 125 - 139.
5Dorfman P W, et al. Perceptions of punctuality: Cultural differences and the impact of time perceptions on job satisfactiou and organizational commitment. Paper presented at the Pan Pacific Conference, Beijing, China, June,8- 10,1993: 112- 118.
6杉山成.An analysis of relationship between the general perceived control and the time perspective in junior high school students.Japanese Journal of Educational Psychology, 1994,42,415 - 420.
7Agarwal A. Time, memory and knowledge representation :The Indian Perspective. In :Jeanette A (ed.). Congition and Culture : A Crosscultural Approach to Psychology. Elsevier Science Publishers, 1993 :45 56.
8Costa P T Jr , & McCrae R R. "Set like plaster ?" Evidence for the stability of adult personality. In T Heatherton & J Weinberger(Eds), Can personality change?. Washington, DC: American Psychologyical Association, 1994 : 21 - 40.
9白井利明.A study on the construction of Experiential Time Perspective Scale[J].The Japanese JournalofPsychology,1994,65(1):54-60.
10黄希庭.时问心理学的若干研究[A].中国心理学会编.当代中国心理学[C].人民教育出版社,2001.19—33.