教师教学思维模式:内蕴、滞顿与进径

The Connotation,Stiffness and Innovation Approachin Teaching Thinking Mode of Teachers

教学思维来源于对教学活动的元认知,联结着教学起点与所发生的结果,是教师心智活动在教学过程中的映射。教学思维模式有别于教育活动中的其他思维模式,它是在长期的教学实践中对教学各要素的基本问题产生的一种较为稳定、持久和惯性的教学认知模式。在教学现实场景中,教学思维模式出现了滞顿现象,表现为对象性教学思维严重、教学内容的过度预设、教学过程的封闭以及教学评价的工具主义倾向。教师教学思维模式革新,要实现教学目的与手段的统一,让教师在反思中革新自我教学思维模式,不断调动教师教学研究的热情与参与度,促进教学学术能力的成长,主动构建教学思维模式革新的内外保障系统,进而真正发挥教学思维模式的引导作用。

The teaching thinking comes from the metacognition of teaching activities,which links the starting point of teaching and the results that occur.It is the mapping of teachers'mental activities in the teaching process.Teaching thinking mode is different from other thinking modes in educational activities,it is a more stable,persistence and inertia of teaching cognitive or cognitive models of the basic problems of teaching elements in the long-term teaching practice.In the realistic teaching scene,the teaching thinking mode appears stiffness phenomenon,which is manifested as the serious objectionable teaching thinking,the excessive presupposition of teaching content,the closure of teaching process and the instrumentalism tendency of teaching evaluation.Innovate teaching thinking mode,teachers should achieve the unity of teaching purposes and methods,innovate their teaching thinking mode in reflection,constantly mobilize teachers*enthusiasm and participation in teaching research,promote the growth of teaching academic ability,actively construct the internal and external guarantee system for the innovation of teaching thinking mode,and then realize the guiding role of teaching thinking mode.