摘要
课堂突发事件常被视为中断教学进程的干扰,令教师避之不及。实际上,作为教师课堂教学生活意料之外的遭遇,它具有磨练职业心态、激发教学反思、促进自我实现等作用。教师处理课堂突发事件的过程,可视为非连续性教育的过程。这种非连续性教育具有不确定性、非连续性、转折性、排他性等特征,需经过遭遇、震惊、反思、领悟四个阶段。要充分发挥课堂突发事件对教师专业发展的促进作用,就需要教师提高认识,拓宽视野,提升专业判断力。
Classroom emergencies are often seen as an interruption of the teaching process that teachers are trying to avoid. In fact, as an unexpected encounter in a teacher’s career, it plays a role in improving teachers’ professional quality by honing their educational mentality, stimulating teaching reflection and promoting self-realization. Therefore, the process of dealing with classroom emergencies can be regarded as a form of discontinuous education, which has the characteristics of uncertainty, discontinuity, turning point and exclusivity. Through the analysis and summary, it is found that teachers’ professional development will be effectively promoted through the mechanism of four stages: encounter, shock, reflection and comprehension. Therefore, in order to enable teachers to better acquire the educational value of encounters, the author puts forward some suggestions, such as giving teachers a correct understanding, broadening their own vision and improving their professional judgment.
作者
徐飞
徐学福
XU Fei;XU Xuefu(Southwest Nationalities Education and Psychology Research Center,Chongqing 400715,China;Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《教师教育学报》
2020年第3期17-22,共6页
Journal of Teacher Education
关键词
课堂突发事件
教师专业发展
非连续性教育
专业判断力
职业心态
教学反思
classroom unexpected emergency
teacher’s professional development
non-continuous education
professional judgment
professional mentality
teaching reflection
