中国教育类核心期刊 CSSCI来源期刊 RCCSE中国权威学术期刊

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    教学关系视域下的双师课堂: 特征、问题与优化策略

    Dual-teacher Classroom in the Perspective of Teaching Relationship: Characteristics, Problems and Optimization Strategies

【作      者】:

张 靖, 郑 新


【关 键 词 】:

双师课堂; 教学关系; 辅师; 交互; 共同体


【栏      目】:

理论探讨


【中文摘要】:

在“三个课堂”快速推广的背景下,作为“三个课堂”进一步融合发展结果的双师课堂受到了更多的关注,然而当前双师课堂还存在诸多问题亟待解决。研究从教学关系的视域出发,认为双师课堂教师角色分裂,使原有一维教学关系走向二维,进而造成以下三个问题:主体划分不清,使课内知识流动逐渐趋于低效;情感纽带断裂,使师生课堂情感交互陷入混乱;共进机制缺失,使辅师专业发展流于形式。基于此,研究提出了双师课堂优化策略,即构建双师教学共同体,有效整合双师教学职能;厘清课堂教学关系结构,促进知识流动走向高效;拓展辅师现有角色职能,填补课堂情感交互空白;升级双师课堂硬件环境,拓宽课堂情感交互通道;创造条件发挥同侪效应,构筑教师专业发展共同体。


【英文摘要】:

In the context of the rapid promotion of the "three classrooms", the dual-teacher classroom, which is the result of the further integration and development of the "three classrooms", has received more attention, but there are still many problems in the dual-teacher classroom that need to be solved. From the perspective of teaching relationships, this study concludes that the split role of teachers in the dual-teacher classroom has led to a two-dimensional teaching relationship, resulting in the following three core problems: unclear division of subjects, which gradually makes the flow of knowledge in the classroom inefficient; broken emotional ties, which plunge classroom emotional interactions between teachers and students into chaos; and the absence of a co-progression mechanism, which makes the professional development of the assistant teachers a mere formality. Based on this, this study proposes strategies for optimizing the dual-teacher classroom, namely, building a dual-teacher teaching community to effectively integrate the teaching functions of both teachers; clarifying the structure of classroom teaching relationships to promote the flow of knowledge toward high efficiency; expanding the existing role functions of assistant teachers to fill the gap of classroom emotional interaction; upgrading the hardware environment of the dual-teacher classroom to broaden the channel of classroom emotional interaction; and creating conditions to bring into play the peer effect to construct a community for teachers' professional development.

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