| 论初任教师的教学理解 |
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| 引用本文： | 吴刚平,余闻婧.论初任教师的教学理解[J].课程.教材.教法,2011(6). |
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| 作者姓名： | 吴刚平 余闻婧 |
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| 作者单位： | 华东师范大学课程与教学研究所; |
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| 摘 要： | 初任教师的教学问题常常根源于初任教师的教学理解,尤其是他们在教学中对知识、学生和教师三者相互作用关系的理解。其中,体验是教学理解的本质要求和本性所在。初任教师主要通过对知识理解的建构性体验、对学生理解的责任感体验、对自我理解的探究性体验三条基本途径形成自己的教学理解。
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| 关 键 词： | 初任教师 教学理解 体验 |
The Teaching Understanding of Novice Teachers |
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| WU Gang-ping,YU Wen-jing.The Teaching Understanding of Novice Teachers[J].Curriculum; Teaching Material and Method,2011(6). |
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| Authors: | WU Gang-ping YU Wen-jing |
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| Institution: | WU Gang-ping,YU Wen-jing(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China) |
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| Abstract: | The teaching problems of teaching of novice teachers is the teaching understanding,especially the understanding of the interactions between knowledge,students and teacher in teaching.Experiencing is essential requirement and nature of teaching understanding.Novice teachers' correct teaching understanding can develop from the following three aspects: the constructional experiencing on knowledge understanding;the sense of responsibility experiencing for understanding students;the inquiry experiencing of self-... |
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| Keywords: | novice teachers teaching understanding experience |
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