当代教师教育
噹代教師教育
당대교사교육
CONTEMPORARY TEACHER EDUCATION
2014年
1期
92-95
,共4页
故事教学%教师培训%实施策略
故事教學%教師培訓%實施策略
고사교학%교사배훈%실시책략
sory-telling teaching%teachers’raining%implementation strategy
故事因其情境性、情节性和典型性，运用于教师培训之中，有助于使培训更加有趣、更接地气，并能够促进培训成果的转化。故事教学，是指培训者依据教学目标，结合教学内容，运用故事开展的培训教学活动。在具体的培训实践中，故事教学应关注故事选择、故事呈现和故事延伸三大策略。
故事因其情境性、情節性和典型性，運用于教師培訓之中，有助于使培訓更加有趣、更接地氣，併能夠促進培訓成果的轉化。故事教學，是指培訓者依據教學目標，結閤教學內容，運用故事開展的培訓教學活動。在具體的培訓實踐中，故事教學應關註故事選擇、故事呈現和故事延伸三大策略。
고사인기정경성、정절성화전형성，운용우교사배훈지중，유조우사배훈경가유취、경접지기，병능구촉진배훈성과적전화。고사교학，시지배훈자의거교학목표，결합교학내용，운용고사개전적배훈교학활동。재구체적배훈실천중，고사교학응관주고사선택、고사정현화고사연신삼대책략。
Because of the settings,plot,and specialty,story can make teachers’training more interesting and closer to life and is also conducive to the transfer of the training achievement.Story-telling teaching refers to the trainer conduct the teaching in a story-telling way based on the goal and content of the teach-ing.In practice, story-telling should pay attention to the 3 strategies,namely,the choice of story,the presentation of story and the extension of story.
