课程．教材．教法
課程．教材．教法
과정．교재．교법
Curriculum，Teaching Material and Method
2013年
6期
22~27
,共null页
教师 说课 课程理解 视域融合 心理转换
教師 說課 課程理解 視域融閤 心理轉換
교사 설과 과정리해 시역융합 심리전환
teacher; lesson-introduction; course understanding; fusion of horizons; mental transformation
作为教师的课程理解，说课之“说”有“理解”与“表达”两重内涵；说课之“课”有“课程文本”、“课程理解”与“课程话语”三个层面。说课心理过程以理解为前提、以语言为中介，需要历经两次转换：首先在“教师视域”与“课程视域”融合的基础上生成“课程理解”，然后将教师的“课程理解”外化为教师的“课程话语”。准确把握说课的心理转换，有利于解释诸多课程与教学现象，促进教师知识的重构与重组，建构更具解释力的说课分析框架。
作為教師的課程理解，說課之“說”有“理解”與“錶達”兩重內涵；說課之“課”有“課程文本”、“課程理解”與“課程話語”三箇層麵。說課心理過程以理解為前提、以語言為中介，需要歷經兩次轉換：首先在“教師視域”與“課程視域”融閤的基礎上生成“課程理解”，然後將教師的“課程理解”外化為教師的“課程話語”。準確把握說課的心理轉換，有利于解釋諸多課程與教學現象，促進教師知識的重構與重組，建構更具解釋力的說課分析框架。
작위교사적과정리해，설과지“설”유“리해”여“표체”량중내함；설과지“과”유“과정문본”、“과정리해”여“과정화어”삼개층면。설과심리과정이리해위전제、이어언위중개，수요력경량차전환：수선재“교사시역”여“과정시역”융합적기출상생성“과정리해”，연후장교사적“과정리해”외화위교사적“과정화어”。준학파악설과적심리전환，유리우해석제다과정여교학현상，촉진교사지식적중구여중조，건구경구해석력적설과분석광가。
Referring to the teacher＇s course understanding, the ＂introduction＂ of lesson-introduction has two meanings, ＂understanding＂ and ＂expression＂, while the ＂course＂ has three aspects, namely ＂course text＂, ＂course understanding＂ and ＂course utterance＂. The mental process of lesson-introduction is based on understanding, through the use of language, and goes through two transitions. At first, the combination of ＂teacher＇s horizon＂ and ＂course horizon＂ produces ＂course understanding＂. And then teacher＇s ＂course understanding＂ is melted into ＂course utterance＂. To exactly grasp the mental transformation of lesson- introduction can help explain lots of phenomena on course and teaching, promote the reconstruction and reorganization of teacher＇s knowledge, and construct more explanatory analytical framework of lesson- introduction.
