教学共鸣的内涵、发生机制与促成策略

From the perspective of teacher-student spiritual communication, the teaching resonance expounds a tacit understanding of thoughts and feelings between subjects, a harmonious teacher —student interaction process and the complete state it achieves, which not only reveals the mutual perception and understanding of teachers and students as equal subjects in teaching activities, but also makes reasonable annotations for mutual responses based on differences and uncertainties. The generation of teaching resonance requires the synergy of three subjective activities： perception, empathy and response： embodied perception is the premise of teaching resonance； Spontaneity is the key to pedagogical empathy； A continuous response is a guarantee of pedagogical empathy. In order to transform the teaching resonance from ideal to reality, according to the characteristics of three activities： perception, empathy and response. The perceptual strategy that retains teaching tension uses contrast and suggestion to promote emotion