教师个人教学逻辑:内涵、形成与发展

Personal Teaching Logic:The Connotation,Formation and Development

教学实践是教师个人认知、情感与行动参与其中的主体性实践,个人教学逻辑是教师教学实践是其所是的内在根由。教学目的认识、学科内容认识、学生认识、教学认识、自我认识、课程认识和情境认识组成教学逻辑的基本构成要素,教学逻辑是对基本构成要素提取和关联的动态表达。教师个人教学逻辑的形成经历了"情境的评鉴—问题的界定—目标的求解—论据的提取—逻辑的链接—行动中反思—信念的确证"的基本过程。教学逻辑在"识别—评价—应用"基本循环的螺旋上升中不断得以跃迁。形塑关心教学逻辑的自觉品质、个人识知能力的提升、加强对教学逻辑的实践验证与反思、积极发挥实践共同体的作用,是促进教学逻辑发展的有效对策。

Teaching practice is the subjective practice that includes teacher＇s cognition, emotion and action. The personal teaching logic is the root cause of teacher＇s practice. The knowledge of educational goals, knowledge of subject matters, knowledge of learners, knowledge of teaching and learning, knowledge of themselves, knowledge of curriculum and knowledge of contexts compose the contents of teaching logic. Teaching logic is the expression of the extraction and relation of the knowledge. The formation of teacher＇s personal teaching logic has experienced the progress of ＂situational appreciation, the definition of the problems, the determination of the teaching target, the extraction of evidence, the link of logic, reflection in action, and the confirmation of the belief＂. Teaching logic develops with the spiral rise of the basic cycle of ＂identification, evaluation and application＂. Shaping the quality of caring teaching logic, promoting personal cognitive ability, enhancing the practical examination and reflection on teaching logic, and developing the function of communicative practice, are the effective measures to promote the development of teaching logic.