| 论教学的三重境界 |
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| 引用本文： | 李润洲.论教学的三重境界[J].徐州工程学院学报（社会科学版）,2014(2):93-97. |
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| 作者姓名： | 李润洲 |
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| 作者单位： | 浙江师范大学教师教育学院,浙江金华321004 |
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| 基金项目： | 国家社会科学基金教育学重点课题“我国基础教育未来发展的新特征研究”（AHA100002）的阶段性成果 |
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| 摘 要： | 根据教学的意向性和有效性，教学至少可以划分为三重境界：无我教学、有我教学与个性教学。其逻辑进路是，在教学意向上，由无我到有我再到个性；在教学视点上，由聚焦知识到关注学生再到洞察情境；在教学方法上，由有法到新法再到无法。而教学境界的提升则需要明确教育信念，做个仁者；培育教学智慧，做个智者；彰显教学个性，做个我。
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| 关 键 词： | 教学 境界 意向性 有效性 |
On the Three Levels of Teaching |
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| LI Run-zhou.On the Three Levels of Teaching[J].Journal of xuzhou Institute of Technology(Social Sciences Edition),2014(2):93-97. |
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| Authors: | LI Run-zhou |
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| Institution: | LI Run-zhou (College of Teacher Education, Zhejiang Normal University, Jinhua 321004, Zhejiang, China) |
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| Abstract: | Teaching can be divided into three levels at the least according to the teaching intention and efficiency, teaching without me, teaching with me, and individual teaching. In terms of teaching intention, the logic route of the three levels is from without me to with me and to the individual teaching. In terms of teaching focus, it first set eyes on knowledge, then on students, then on situation. In terms of method, it moves from method to new method then to no method. The promotion of the level of teaching relies on the clarification of educational concept, cultivation of educational intellect, and demonstrating teaching person- ality. |
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| Keywords: | teaching levels intention efficiency |
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