CAJ | 학술논문

教师教育理论建构中的教师机智讨论批判了教育中＂理论指导实践＂的机械模式,还原教师实践的真实。教师教育改革与理论建构要凸显教师机智的重要意义,而不仅仅是死的理论学习。通过讨论教师机智与音乐的关系,来表达机智的感性、情感、审美和艺术性,由此讨论机智中的情调,只有理智与情感的有机结合才能养成教师机智。正如赫尔巴特所说,机智是一种行动方式,它首先依赖于人的情感或敏感性,仅仅从遥远的意义上依赖于由理论和信念形成的判断。最后区分了作恶的机智和行善的机智。
교사교육이론건구중적교사궤지토론비판료교육중＂이론지도실천＂적궤계모식,환원교사실천적진실。교사교육개혁여이론건구요철현교사궤지적중요의의,이불부부시사적이론학습。통과토론교사궤지여음악적관계,래표체궤지적감성、정감、심미화예술성,유차토론궤지중적정조,지유리지여정감적유궤결합재능양성교사궤지。정여혁이파특소설,궤지시일충행동방식,타수선의뢰우인적정감혹민감성,부부종요원적의의상의뢰우유이론화신념형성적판단。최후구분료작악적궤지화행선적궤지。
The discussion about teachers＇ tact in the construction of teachers＇ education theory criticizes the mechanical mode of ＂Theory directs practice＂, going back to the reality of teachers＇practice. The reform of teachers ~ education and construction of theory should emphasize the significance of teachers＇ tact, besides the study of theory. By discussing the relationship between teachers＇tact and music, we want to show the pathic, emotional, esthetic and artistic features in tact. By doing this it leads us to the tone in tact. Only with the organic combination of ration and emotion can teachers＇ tact be nurtured. As Herbart says, tact is a kind of action, primarily relying on emotion and sensitivity. In a further sense, it relies on the judgment of theorv and belief. In the end, good tact and evil tact are differenciated.