| 教学观念向教学行为转化的理路 |
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| 引用本文： | 王传金. 教学观念向教学行为转化的理路[J]. 江苏教育研究, 2008, 0(8): 49-52 |
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| 作者姓名： | 王传金 |
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| 作者单位： | 常州工学院师范学院,江苏常州213022 |
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| 基金项目： | 本文系江苏省教育科学“十一五”规划课题“教学观念向教学行为的转化--新课改深入推进的微观研究”（项目编号：D/2006/01/199）成果之一. |
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| 摘 要： | 教学观念向教学行为的转化并非应然的直线式运动，而是曲折复杂的，其中既包含了教师的主体性要求，又渗透着教师所用认识工具的影响。还会受到许多外在因素的制约。根据认识论和当代思维学等相关理论，本文分析了教学观念向教学行为转化的历时态结构。认为教学观念向教学行为的转化可分为理解、评价、选择、践行四个相对的阶段。
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| 关 键 词： | 教学观念 教学行为 转化 |
Process of Shift from Teaching Belief to Teaching Practice |
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| WANG Chuan-jin. Process of Shift from Teaching Belief to Teaching Practice[J]. A Journal of Research in Education, 2008, 0(8): 49-52 |
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| Authors: | WANG Chuan-jin |
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| Affiliation: | WANG Chuan-jin (Changzhou Institute of Technology, Changzhou 213022, China) |
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| Abstract: | The shift from teaching belief to teaching practice is not linear but winding and complicated, which not only requires teachers＇ engagement, but also permeates the influence by the perceptual means employed by teachers, and also restrained by various external factors. According to the theories related to philosophical cognition and contemporary ideology, we analyze the chronological structure of the process, believing that the process can be divided into four phases： understanding, assessment, selection and practice. |
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| Keywords: | teaching belief teaching practice shift |
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