岳阳职业技术学院学报
嶽暘職業技術學院學報
악양직업기술학원학보
Yueyang Vocational Technical College
2015年
1期
85~87
,共null页
叙事教学法 叙事意识 培养
敘事教學法 敘事意識 培養
서사교학법 서사의식 배양
narrative approach; narrative consciousness; cultivation
教师作为课堂叙事的主体和关键实施者可以通过撰写教学故事、共享教学故事、反思教学实践来培养自身的叙事意识,探究教师叙事意识的培养不仅有利于教师专业技能的提高,而且也有益于拓展对教师学习的认识。
教師作為課堂敘事的主體和關鍵實施者可以通過撰寫教學故事、共享教學故事、反思教學實踐來培養自身的敘事意識,探究教師敘事意識的培養不僅有利于教師專業技能的提高,而且也有益于拓展對教師學習的認識。
교사작위과당서사적주체화관건실시자가이통과찬사교학고사、공향교학고사、반사교학실천래배양자신적서사의식,탐구교사서사의식적배양불부유리우교사전업기능적제고,이차야유익우탁전대교사학습적인식。
Teachers,as the subjects and enforcers of narrative approach,cultivate their narrative consciousness by writing teaching stories,sharing teaching stories and reflecting teaching practices.Furthermore,the study on the methods to cultivate teachers＇ narrative consciousness is not only helpful to improve teachers＇ expertise,but also to expand teachers＇ understanding of learning.
