摘要
当代教师"教学专业化"的实质追求是教师课堂教学理论与教学能力的培养和提升。而在教师的教学专业发展中,教学理论与教学能力的关系向来是研究者争论的核心问题。教学理论与教学能力是有效教师必备的两种素质,但两者不是简单的等同与对应关系,教学理论的实质是教师对教学的理性抽象和概括化认知,属于教师专业知识范畴;而教学能力的实质是教师对教学的问题解决程度和操作性水平,属于教师专业技能范畴。教学理论与教学能力之间存在着特定且复杂的关系,教学理论向教学能力的转化需要一定的条件和途径。正确认识上述问题,对于促进教师教学专业发展,实现有效教学,具有特别重要的意义。
In the contemporary age, teachers＇ professionalization of teaching is aimed to cultivate and promote their classroom teaching theory and their classroom teaching ability. However, in the course of the development of teachers＇ professionalization of teaching, the relationship between teaching theory and teaching ability is always a controversial issue of paramount sig- nificance. Teaching theory and teaching ability are the two basic qualities that effective teachers must possess. But there isn＇ t a simple equal and corresponding relationship between teaching theory and teaching ability. The essence of teaching theory is for teachers to perceive teaching abstractedly and broadly. It belongs to the domain of teachers＇ professional knowledge. But the essence of teaching ability refers to the teacher＇ s capability of solving and operating problems. It belongs to the domain of teachers＇ professional skills. There exists a specific and complicated relationship between teaching theory and teaching ability. The trans- formation from teaching theory to teaching ability calls for relevant conditions and approaches. Possession of a correct understanding of the abovementioned issues is of special significance for promotion of teachers＇ professionalization of teaching and for realization of teachers＇ effective teaching.
出处
《上海师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2012年第1期49-58,共10页
Journal of Shanghai Normal University(Philosophy & Social Sciences Edition)
基金
2010年教育部人文社科规划基金项目"课堂有效教学的教师行为研究"(10YJA880003)
上海市教委重点学科建设项目比较教育学(J50404)
关键词
教学理论
教学能力
关系
转化条件
途径
teaching theory, teaching ability, relationship, conditions for transformation, approach
