谈教师教学敏感的内涵——以大数据时代引发的信息化教学变革为研究背景

An Explication for the Connotation of Teachers' Pedagogical Sensitivity—With Teaching Informatization Triggered in the Big Data Era as the Research Background

本研究以大数据时代引发的信息化教学变革为研究背景,从教育技术的发展给教师带来的挑战出发,探讨了对教师教学敏感进行研究的意义并重新认识了教学敏感这一概念的内涵。其中包括了教师对有效教学资源的敏感,对学生特征及需求的敏感,对教学逻辑的敏感,对教学实践进行学术性反思的敏感等维度。

This study is set against the research background of teaching informatization triggered in the era of big data. It starts from a brief of the challenges posed to teachers by the develop-ment of education technology, moves onto a discussion about the signifcance of making an inquiry into teachers’ pedagogical sensitivity and concludes with a new explication for its con-notation. Teachers’ pedagogical sensitivity is composed of four dimensions, namely, sensitivity to effective teaching resources, sensitivity to students’ characteristics and demands, sensitivity to pedagogical logic, and sensitivity of making academic refec-tions into the teaching practice.