CAJ | 학술논문

教学风格是教师教学个性的彰显，教学境界则是教师教学艺术的升华。教学风格是一种客观事实，具有个性化、稳定性和代表性等特点，教学境界则有感官境界、表达境界和音乐境界三个层次。教学风格和教学境界是教师教学中个体表现出的综合统一和自我的整合，是一种自我的意义世界和视域，当我们宣扬教学风格和教学境界时，个人应当努力使学生获得一种个体或自我需要的满足。
교학풍격시교사교학개성적창현，교학경계칙시교사교학예술적승화。교학풍격시일충객관사실，구유개성화、은정성화대표성등특점，교학경계칙유감관경계、표체경계화음악경계삼개층차。교학풍격화교학경계시교사교학중개체표현출적종합통일화자아적정합，시일충자아적의의세계화시역，당아문선양교학풍격화교학경계시，개인응당노력사학생획득일충개체혹자아수요적만족。
Teaching style is the manifestation of teachers’ personal characteristics in teaching , and the state of teaching is the sublimation of teachers’ teaching art . Teaching style is factual , and has the characteristics of being individual , stable and representative . State of teaching has three levels : sensory state , expressive state , and musical state . Teaching style and state of teaching are the integration of individual teachers’ selves in teaching , and represent the meaning realm and vision of their selves . While cultivating their teaching styles and the states of teaching , individuals should endeavor to help students achieve the satisfaction from individual or self needs being met .