昭通学院学报
昭通學院學報
소통학원학보
Journal of ZhaoTong University
2014年
5期
120-124
,共5页
教学叙事%反馈实践%案例例析
教學敘事%反饋實踐%案例例析
교학서사%반궤실천%안례례석
narrating teaching stories%practice feedback%case analysis
职前教师教育实践的“情境性”和“在场性”促使职前教师体会并解读着真实教育情境中正在发生或曾经发生的故事。讲述这些关于指导教师、学生和自己的故事,无疑会促进职前外语教师对课堂事件的不断解读并逐步形成各自课堂教学决策的过程,同时也为他们的毕业论文提供了真实的素材。
職前教師教育實踐的“情境性”和“在場性”促使職前教師體會併解讀著真實教育情境中正在髮生或曾經髮生的故事。講述這些關于指導教師、學生和自己的故事,無疑會促進職前外語教師對課堂事件的不斷解讀併逐步形成各自課堂教學決策的過程,同時也為他們的畢業論文提供瞭真實的素材。
직전교사교육실천적“정경성”화“재장성”촉사직전교사체회병해독착진실교육정경중정재발생혹증경발생적고사。강술저사관우지도교사、학생화자기적고사,무의회촉진직전외어교사대과당사건적불단해독병축보형성각자과당교학결책적과정,동시야위타문적필업논문제공료진실적소재。
“Being in Teaching Situation”and“Being on the Scene”has promoted pre-service teachers experiencing and interpreting various teaching stories .Narrating these stories about their tutors ,other teachers ,their students and their own teaching stories will definitely offer them good opportunities to have a further understanding about what teaching is about and to develop their own classroom teaching strategies .Meanwhile ,such kind of practical teaching stories has pro-vided the pre-service teachers with the authentic material as their paper writing .