摘要
教师的元教学行动往往受到个人行为习惯或思维的局限很难在实践中落实。互动式元教学为职后教师教育提供了一种新路径,其核心思路在于借助教师教育活动,通过教师教育者和在职教师之间的交往活动,为交互双方提供个体自我认知的条件、唤起个体自我发展的需求,促进双方由主体间活动走向自我发展。互动式元教学虽在活动类型、活动过程以及价值取向等方面都不同于元教学,但其能引导双方产生元教学意识、掌握元教学行动要领,最终促进元教学目标的达成;更重要的是,互动式元教学能够突破元教学的局限,避免个体陷入自我论困境,能够通过互动给予教师教育活动提供新鲜血液、带来发展契机。
Teachers＂ meta-teaching actions are often subject to personal behavior or the limitations of thinking, which makes it difficult to implement in teaching practice. Interactive meta-teaching provides a new path for in-service teacher education. The core idea is to use teacher education activities to enhance the interaction between teacher educators and in-service teachers, to provide conditions for their individual self-awareness, to arouse the needs of individual self-development, and to promote their self-development through inter-subjective activities. Ineractive meta-teaching is different from the meta-teaching action in the aspects of activity type, activity process and value orientation, etc. However, it can guide both sides to produce meta-teaching consciousness, master the meta-teaching action essentials, and help to realize the ultimate goals of meta-teaching. More importantly, interactive meta-teaching can break through the limitations of the meta-teaching and avoid the individual into a self-dilemma. Interactive meta-teaching can provide fresh blood to teacher education activities and promote a new opportunity for teachers＂ development.
作者
尚晓青
陈晓端
Shang Xiaoqing Chen Xiaoduan
出处
《教育研究》
CSSCI
北大核心
2017年第9期116-123,共8页
Educational Research
关键词
互动式元教学
主体间性
教师教育
interactive meta-teaching, intersubjectivity, teacher education
