教师教学效能的价值论审思

教师教学效能并非纯粹心理学意义上的效能感,而是主体感受与具体情景的交融。对教学效能的价值论审思应超越单一的心理学认知或信念范畴,回归教育学本体的价值诉求,提升教师主体存在的内生动力、学生主体发展的外发动力和"人学"为体的永恒动力,进而通过重构教师自我认知体系、主动建构教师专业发展体系、不断完善教学场域文化体系等价值手段促进其价值实现。

A Study on the Axiology of Teaching Efficacy

Teaching efficacy is not just a purely psychological sense of self-efficacy characterization, but the interaction of body feeling and scene concreteness. The study on the axiology of teaching efficacy should transcend the category of psychological cognition or belief, pay close attention to the value demand of education. That is to say, the study is to enhance teachers'' endogenous power, the outgoing driving force of the development of student body and the eternal power of "human science" so as to help teachers realize their value by reconstructing their self cognition system, creating professional development system, and improving the cultural system of teaching field.