| 论教学风格及其境界 |
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| 引用本文： | 潘朝阳,李如密.论教学风格及其境界[J].当代教育与文化,2014(5):50-54. |
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| 作者姓名： | 潘朝阳 李如密 |
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| 作者单位： | 南京师范大学 课程与教学研究所,江苏 南京,210097 |
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| 摘 要： | 教学风格是教师教学个性的彰显，教学境界则是教师教学艺术的升华。教学风格是一种客观事实，具有个性化、稳定性和代表性等特点，教学境界则有感官境界、表达境界和音乐境界三个层次。教学风格和教学境界是教师教学中个体表现出的综合统一和自我的整合，是一种自我的意义世界和视域，当我们宣扬教学风格和教学境界时，个人应当努力使学生获得一种个体或自我需要的满足。
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| 关 键 词： | 教学风格 教学境界 个体 自我 媒介 |
On Teaching Style and State of Teaching |
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| PAN Zhao-yang,LI Ru-mi.On Teaching Style and State of Teaching[J].Contemporary Education and Culture,2014(5):50-54. |
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| Authors: | PAN Zhao-yang LI Ru-mi |
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| Institution: | (Institute of Curriculum and Instruction, Naniing Normal University, Nanjing, Jiangsu, 210097, PRC) |
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| Abstract: | Teaching style is the manifestation of teachers’ personal characteristics in teaching , and the state of teaching is the sublimation of teachers’ teaching art . Teaching style is factual , and has the characteristics of being individual , stable and representative . State of teaching has three levels ： sensory state , expressive state , and musical state . Teaching style and state of teaching are the integration of individual teachers’ selves in teaching , and represent the meaning realm and vision of their selves . While cultivating their teaching styles and the states of teaching , individuals should endeavor to help students achieve the satisfaction from individual or self needs being met . |
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| Keywords: | teaching style state of teaching individuals self medium |
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