论文部分内容阅读
情境知识是教师专业知识中的一个重要内容。情境知识可以分为四种类型:符号类情境知识、模拟社会生活场景类情境知识、操作类情境知识和基于技术支持的情境知识。成人高校教师情境知识培养过程中,遇到的问题主要是情境知识与教育目标偏离、情境知识运用过度、情境知识和有效的生成及信息结合不够紧密、技术支持不够四大类。针对四类问题提出情境知识必须紧扣教学目标、适度适当、及时有效与技术支持精准到位等应对策略。
Situational knowledge is an important part of teacher’s professional knowledge. Situation knowledge can be divided into four types: knowledge of symbolic contextual situations, situational contextual scenarios of social life scenarios, situational contextual knowledge of operational contexts and contextual knowledge based on technical support. In the course of cultivating situational knowledge of adult college teachers, the main problems encountered are the deviations of situational knowledge and educational goals, the excessive use of contextual knowledge, the lack of close combination of contextual knowledge and effective generation and information, and the lack of technical support. For the four types of questions raised knowledge of the situation must be closely linked to teaching objectives, appropriate and appropriate, timely and effective technical support and precise response to such tactics.