| 论教师的教材加工能力 |
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| 引用本文： | 张莉,芦咏莉.论教师的教材加工能力[J].北京师范大学学报(社会科学版),2012(1):58-64. |
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| 作者姓名： | 张莉 芦咏莉 |
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| 作者单位： | 北京师范大学发展心理研究所;北京第二实验小学北京 100031;北京师范大学心理学院,北京 100875 |
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| 摘 要： | 教师教材加工能力是教师结合学校的实际情况和自身经验,在整个教学过程中,及时洞察学生的特点,运用不同形式的思维,对教材的内容进行分析、概括、生成与反思的能力。从加工内容看,教师教材加工能力体现在本体性知识、条件性知识和实践性知识的差异;从加工过程看,教师教材加工能力反映了分析思维、实用思维和反思思维三种不同形式思维的作用。从加工主体看,个人或集体及他们在整个教学过程的不同组合形成了不同的加工主体。教师教材加工能力是教师在教学实践中,通过直接和间接经验的积累逐步发展的,经历了从机械加工—常规加工—精细加工—创造加工的过程,具有个体性、能动性、创造性和发展性的特点。
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| 关 键 词： | 教师教材加工能力 分析思维 实用思维 反思思维 知识 |
Teacher' s Processing Capacity of Textbook |
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| ZHANG Li
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LU Yong-li.Teacher' s Processing Capacity of Textbook[J].Journal of Beijing Normal University(Social Science Edition),2012(1):58-64. |
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| Authors: | ZHANG Li LU Yong-li |
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| Institution: | 2,3(1.Institute of Developmental Psychology,BNU,Beijing 100875;2.Beijing Second Experimental Primary School,Beijing 100031;3.School of Psychology,BNU,Beijing 100875,China) |
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| Abstract: | Teachers’ processing capacity of textbooks can be defined as the ability to analyze,generalize,generate,and reflect on the content of textbooks regarding the different forms of teachers’ thinking,their insights into students’ characteristics,the practical experiences,and the actual conditions of schools.The capacity can be revealed in the differences among teacher’s subject-matter knowledge,conditional knowledge,and practical knowledge.It can also be embodied by the role of analytical,pragmatic,and reflective thinking.Meanwhile,individual,collective,and their combination in the whole teaching process can form various processing subjects.The capacity therefore should experience a course from mechanical,routine,refinement,to creative processing,with the characteristics of individuality,activity,developmentality,and creativity. |
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| Keywords: | teacher’s processing capacity of textbook analytic thinking pragmatic thinking reflective thinking knowledge |
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