摘要
精通、疏通和融通是语文教学专业性的三个追求。精通是基础性追求,包括教材文本理解、互文性文本联想和文本与生活相互渗透。疏通是发展性追求,包括倾听学生声音、捕捉问题症结和寻觅解决办法。融通是终极性追求,包括学生与他者视野融合、学生与他者关系融洽和知识与经验情境融生。教师善于倾听、质疑与追问所表现出来的反思性教学能力,并将学生引导到语文经验积极转变与证实自我语文思维力量的途中,正是检视语文教学专业性的重要依据。
Proficiency, mediation and integration are three pursuits of Chinese language teaching. Proficiency is the elementary pursuit including understanding of the teaching texts, textual association of intertextuality and mutual infiltration between texts and life. Mediation refers to the pursuit of development, including listening to the students, looking for the problem and trying to find the solution. Integration means ultimate pursuit, including the integration of student＇s view with other＇s, harmonious relation between student and others, integration between knowledge and experience. Teachers are good at listening, questioning and questioning the performance of the reflective teaching ability, helping students to actively change Chinese language experience into confirmation of self-language thinking, which is the important reference of proving the professionalism of Chines language teaching.
出处
《合肥师范学院学报》
2017年第4期1-7,共7页
Journal of Hefei Normal University
基金
安徽省高校人文社会科学重点项目"启发教学中的对话关系及其意蕴研究"(SK2016A0967)
关键词
精通
疏通
融通
语文教学专业性
反思性教学能力
proficiency
mediation
integration
professionalism of Chinese language teaching
reflective teaching ability
