由教学冲突引发的教学浪费刍议

当前的课堂教学中由于师生之间不同文化的背景、教师权利的过度使用等问题造成了多种教学冲突。如果教师没有妥善处理这些冲突,则会在无形中浪费许多教学资源。为了有效避免这种冲突与浪费,教师应提升自身专业化水平,加强与学生的交流对话,试图将教学冲突变弊为利,避免教学浪费,促进师生共同发展。     

基于教学冲突的教学和谐

教学并非纯粹的、线性的连续过程,教学冲突是教学过程的一部分。合理地应对教学冲突,就是化教学冲突为教学和谐。教学和谐与教学冲突之间既相互蕴含又相互转换。教学和谐具有互动性、发展性、民主性、异质性和愉悦性五个特征。     

“认知冲突”——优化信息技术教学的引擎

认知冲突指人的原有图式与新感受到的事件或客体之间的对立性矛盾与冲突，是已有的知识与新知识之间存在某些差距而导致的心理失衡。实践证明，在课堂教学中适时适度地引发学生产生认知冲突，是有效地激发学生求知欲、优化课堂教学的结构与提高效能的有效策略。然而，针对目前的信     

教学冲突:促成教学转型的契机

当下,教学冲突成为教师教学压力的一个重要来源。教学冲突的频繁出现与社会转型的时代背景有关,然而其根源在于人自身的主体性。教学冲突与其说是造成了教学的困扰和压力,不如说是促使教学发生变革和转型的契机!教师应勇敢地直面教学冲突,破除自身对制度化教师权威的依赖与把持,将传统的独自教学转变成对话教学,超越教学冲突走向教学和谐。     

教学文化冲突初探

教学文化冲突不是教学的偶发事件,而是教学的存在方式。教学文化冲突有三种存在方式,即教学文化与社会文化之间的冲突、不同教学文化之间的冲突、教学文化内部的冲突。研究教学文化冲突可以深化我们对教学与教学变革的认识,并为解决现实教学诸问题提供新的思考路向。     

教学文化冲突的存在及其研究意义

教学文化冲突不是教学的偶发事件,而是教学的存在方式。教学文化冲突有三种存在方式,即教学文化与社会文化之间的冲突、不同教学文化之间的冲突、教学文化内部的冲突。研究教学文化冲突可以深化我们对教学与教学变革的认识,并为解决现实教学诸问题提供新的思考路向。     

运用认知教学心理学原理激发学生求知欲

在政治课教学中,运用认知教学心理学的基本原理,通过引发新旧知识之间的矛盾与冲突,引发学生求知心理和教材内容之间的矛盾与冲突,引发社会热点问题和教材内容之间的矛盾与冲突,来激发学生的求知欲,从而达到良好的教学效果。     

教学文化冲突初探

教学文化冲突不是教学的偶发事件,而是教学的存在方式。教学文化冲突有三种存在方式,即教学文化与社会文化之间的冲突、不同教学文化之间的冲突、教学文化内部的冲突。研究教学文化冲突可以深化我们对教学与教学变革的认识,并为解决现实教学诸问题提供新的思考路向。     

"去冲突化"教学及其批判

"去冲突化"教学并非某种特殊的不当教学类型,而是当前很多教学过程当中共同存在的行为倾向和行为方式."去冲突化"教学的现实表现包括:忽略与排斥隐性教学冲突;敷衍与排除显性教学冲突."去冲突化"教学禁锢思维、压抑个性、打击兴趣,是一种教师通过伤害自己的方式来伤害学生的教学.究其原因,主要包括四个方面:效率主义当道;工具理性宰制;非理性权威泛滥;自我主体性消解.     

例谈高年级语篇教学中的“冲突”及化解策略

在语篇教学中,冲突常常存在,如预设情境与学生自主生成的冲突,文本解读与文本内容留白的冲突,不同学生在小组中话语权的冲突,语言支架与思维能力培养的冲突等。鉴于此,教师要分析不同冲突的原因并采取相应的应对措施。     

教学中和谐与冲突的二元悖论及其超越——兼论教学冲突的教育意蕴

教学中存在着和谐与冲突两种状态的二元悖论,主要表征为：＂教学冲突＂的缺席将教学矮化为控制与规训,教学和谐的过分膨胀造成教学的＂浅表化＂和＂形式化＂,教学中和谐与冲突的割裂造成教学缺乏动力。本文在界定教学冲突的基础上,分析了教学冲突具有促进教师个体发展和教学群体发展的教育意蕴,同时认为教学和谐与冲突应保持必要的张力和双向...     

Exploring the effects of cognitive conflict and direct teaching for students of different academic levels

Despite inconclusive evidence regarding the effectiveness of cognitive conflict, educators still consider it a significant instructional strategy. One of the challenges of current research is to study the conditions under which cognitive conflict is effective. This research examines the notion that cognitive conflict may have dissimilar effects for students of different academic levels. The study compares the effectiveness of teaching the control of variables thinking strategy to students of two academic levels (low vs. high) by two different teaching methods [inducing a cognitive conflict (ICC) vs. direct teaching (DT)]. One hundred twenty‐one students who learned in a heterogeneous school were divided into four experimental groups in a 2 × 2 design. Results show no main effect of teaching method but do show a significant interaction effect between level of students and teaching method. The findings show that students with high academic achievements benefited from the ICC teaching method while the DT method hindered their progress. In contrast, students with low academic achievements benefited from the DT method while the ICC teaching method hindered their progress. The interaction effect was preserved in a retention test that took place 6 months after instruction. The findings show that previous inconclusive findings regarding the effectiveness of the ICC method can be explained by its contradictory effects on students of different academic levels. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 829–855, 2005     

对工业设计专业设计类课程授课模式的探索

目前我国工业设计办学规模不断扩大，师资又严重缺乏，传统的授课方式很难保证教学质量。本文针对设计课程的教学，提出了一种新的授课方式，是对传统教学的有力补充，不但缓解了现阶段教学中的一些矛盾，有效地利用了课时，还扩展了学生的思路，有利于学生创造性思维的培养。     

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout.     

论教学过程中的文化冲突

教学是一项十分复杂的文化性实践,教学过程中不仅有文化传承、文化理解与文化交流,也存在文化分歧、文化碰撞与文化冲突。教学过程中的文化冲突,对于以文化传递和传播为己任的教育影响至深,我们应对其有正确、清晰的认识。要使教学过程中的文化冲突成为个体发展和教学发展的推动力量,必须加强教学的民主化建设。     

教师教学观念转变的条件与策略

教师教学观念的转变绝不是线性的、简单的过程,而是一个非线性的、复杂的系统工程,它的转变依赖于一些客观和主观的条件。它的客观条件主要体现在:反思性教学文化的形成;校本教研制度的建立;考试评价改革的推进。它的主观条件主要体现在:批判精神的形成;教学理论素养的提高;思维方式的转换;原有教学观念与新教学观念的冲突。教师教学观念转变的策略主要体现在:"反思日记"制度化;参与"教育科研"习惯化;"教学理论学习"自觉化;"教学交流"经常化。     

教师自我认同危机与消除策略

教师作为学校教学的主体之一,在教学中常常会产生教学恐惧。教学恐惧来源于三个层面,即对多元性的恐惧、对冲突的恐惧和对失去自身认同的恐惧。其中,最突出的就是对失去自身认同的恐惧。当教师的这种消极情绪表现在课堂教学时,其教学进程将举步维艰。因此,教师通过内在境界的提升和外在条件的支持,加强自我认同,克服教学恐惧,对于自身的专业发展、教学过程的有效运作以及学生的健康成长都是具有很大帮助的。     

Applying the Job Demands-Resources Model to exploring predictors of innovative teaching among university teachers

This study proposed a conceptual model examining innovative teaching as the outcome. The model included both dual processes (the health impairment and motivation processes) and mediation and moderation perspectives. Results from testing the model among university teachers indicated that teaching-research conflict (job demands) positively predicted exhaustion. Teacher self-efficacy (personal resources) negatively predicted exhaustion and indirectly related to innovative teaching via teaching motivation. Job insecurity was revealed as a moderator that strengthened the positive relationship between teaching-research conflict and exhaustion, and weakened the negative relationship between teaching-research conflict and teaching motivation and the positive relationship between teacher self-efficacy and teaching motivation.     

Peer teaching as a strategy for conflict management and student re-engagement in schools

This article reports on a major action research program that experimented with the use of cross-age peer teaching in schools to assist teachers to manage conflict issues in their classrooms, and to re-engage disaffected students in learning. The research, which was conducted in a range of elementary and secondary schools in Australia, was part of a larger international project using conflict resolution concepts and techniques combined with drama strategies to address cultural conflict in schools. The use of formal cross-age peer teaching emerged as a highly effective strategy in teaching students to manage a range of conflicts in schools, and especially in learning to deal with bullying. Operating as peer teachers also enabled a number of students in the study, with serious behaviour problems, to re-engage with their learning. The article therefore evaluates the effectiveness of peer teaching in both conflict management and student re-engagement.     

冲突理论视角下语文课堂师生交往冲突的应对策略

在社会学冲突理论的视角下,语文课堂师生交往冲突有利于整合师生关系,增强学生主体意识,促进师生身心健康。为了合理应对师生交往冲突,语文教师在教学过程中应积极营造民主和谐的教学环境,优化教学内容,创新教学方法,积累教学智慧并重视学生的创新行为。