教师教育研究2024，Vol.36Issue(1)：42-48,7.
情境取向的教师教学能力:内涵要素与发展路径
Situational-oriented Teaching Ability of Teachers:Connotation Elements and Development Path
摘要
Abstract
The situational-oriented teaching ability emphasizes the use of professional orientation to guide teaching,and then implements teaching through observation,interpretation,and decision-making of specific teaching situations,ultimately ex-hibiting a continuous process of specific teaching behaviors.It pays attention to the overall role and dynamic transformation relationship between different elements,which is conducive to breaking down the barriers between teaching theory and prac-tice.Based on context oriented teacher professional competence,reflection has found that many teachers currently lack due attention and understanding in three aspects:updating and internalizing educational concepts and professional knowledge that lead teaching design,focusing on observing and analyzing children's learning processes in teaching contexts,and indi-vidualized responses to specific children's learning problems and needs in teaching contexts.Based on this,basic paths to promote the development of teacher teaching competence are proposed.Emphasize the foundational role of educational con-cepts and professional knowledge,and strengthen the direction guidance for teaching scenario design;focus on observing the learning process of children and strengthen the interpretation of the significance of teaching situations;effectively respond to the learning needs of different children and strengthen individualized guidance for them.关键词
情境取向/教师教学能力/内涵/发展路径Key words
situational orientation/teacher's teaching ability/connotation/development path分类
社会科学引用本文复制引用
陈雅川,高宏钰..情境取向的教师教学能力:内涵要素与发展路径[J].教师教育研究,2024,36(1):42-48,7.基金项目
国家社会科学基金教育学国家青年课题(CGA220303) （CGA220303）
