准教师教授教养监控才能晋升的实践研讨

1、准教师教授教养监控才能晋升的实践研讨        【中文摘要】教授教养监控才能是教师在教授教养入程中,将教授教养活动本身作为意识的对象,不断地对其入行积极、自动的规划,检讨、评价、反馈、控制和调节的才能。教师的监控才能直接影响教授教养的后果,所以,本课题的研讨目的就是为了提高准教师的教授教养监控才能,特殊是提高生物准教师的教授教养监控才能,从而提高课堂教授教养效力。本论文陈说了准教师教授教养监控才能研讨的理论基本:维果斯基的言语的自我调节理论;维果斯基的认知建构理论;林崇德的思维构造理论。海内外的研讨动态包括美国

2、学者波斯纳认为:教师监控才能=经验+反思;日本学者上寺久雄指出:“教师成长的第一步,就在于教师自身的反思,教师自身的评价和教师自身的自我改造;申继亮、辛涛阐述了教师教授教养监控才能的含义、构造、特性、作用及其一般机制、影响因素、发铺与提高等内容;罗晓路对专家新手型教师教授教养效能感和教授教养监控才能入行研讨等。本课题在借鉴以去学者研讨的基本上,结合顶岗支教实习的特色,选取了顶岗支教多个专业共200多名准教师作为主要研讨的对象。应用的研讨方式有文献法、察望法、比拟法、问卷调查和数理统计等。准教师教授教养监控才能发铺的一般趋势:准教师教授教养监控才能阅历了“自己没有意识到-意识到-自我监控”的入程

3、;准教师教授教养监控才能阅历了“外界监控-自我监控”的入程;准教师教授教养监控才能的迁移性逐渐提高。研讨结果包括:1全体准教师教授教养监控才能的调查结果,主要从以下5个维度来剖析:准教师课前的规划与准备;课堂的反馈与评价;准教师对课堂的控制与调节;准教师在课后的反省。(5)教授教养监控举措措施对准教师教授教养活动的监控2准教师教授教养监控才能的培育的结果3准教师教案剖析结果4准教师课堂察望的结果。本文针对研讨的结果做出了详细的剖析,影响生物准教师教授教养监控才能发铺的因素剖析,指出了存在的多种题目:1在课堂教授教养入程中,准教师与学生之间的互动性较差;2高师院校对培育准教师的教授教养策略和教授

4、教养技能的理论教育与实践操纵不够。提高各科准教师教授教养监控才能的方式: 1准教师之间彼此听课评课;2组织顶岗支教的准教师多听专家型教师讲课3通过微格教授教养的方式,组织教授教养讲课培训4应用教授教养监控体系,匆匆入准教师教授教养的多次训练。提高生物准教师教授教养监控才能的方式,从外界因素讲:1顶岗支教授教养校应构建教授教养监控体系;2顶岗支教授教养校应常常组织教授教养检讨。从内部因素讲:1准教师应增强生物学科理论知识的学习;2准教师应增强各项教授教养技能的学习。');【Abstract】 Teaching monitoring ability is the teacher in th

5、e teaching process, takes consciousness the teaching activity itself the object, carries on positive, the initiative plan unceasingly to it, the inspection, the appraisal, the feedback, the control and adjustment ability. Teacher's monitoring ability immediate influence teaching effect, therefor

6、e, this topic's research goal is to sharpen potential teacher's teaching monitoring ability, specially sharpens the biological potential teacher's teaching monitoring ability, thus raises the classroom instruction efficiency. The present * stated the potential teacher teaching monitoring

7、 ability research rationale: Weiguosiji spoken language self-adjustment theory; Weiguosiji cognition construction theory; Forest exalting virtue thought structural theory. The domestic and foreign research tendency thought including American scholar Posner: The teacher monitors ability = experience

8、+ Reflection; On the Japanese scholars the temple long male pointed out:“the teacher grows first step, lies in teacher own Reflection, teacher own appraisal and teacher own self-remolding; Shen jiliang, Xin Tao elaborated teacher teaching monitoring contents and so on ability meaning, structure, cha

9、racteristic, function and general mechanism, influencing factor, development and enhancement; Luo Xiaolu conducts the research to the expert - novice teacher teaching potency feeling and teaching monitoring ability and so on.This topic in profits from the foundation which the former scholar studies,

10、 the union goes on duty for somebody else the characteristic which teaches to practise, selected has gone on duty for somebody else to teach the many specialty altogether more than 200 potential teachers to take the main research the object. Using the research technique has the literature law, the m

11、ethod of inspection, the comparison test, the questionnaire survey and the mathematical statistic and so on. Potential teacher teaching monitoring ability development climate:(1)Potential teacher teaching monitoring ability has experienced“have not realized - realizes - the self-monitoring”the proce

12、ss;(2)Potential teacher teaching monitoring ability has experienced“the outside monitoring - self-monitoring”process;(3)The potential teacher teaching monitoring ability's migratory nature gradually enhances.The findings include: 1 all potential teacher teaching monitoring ability's survey r

13、esult, mainly analyzes from the following 5 dimensions(1)Before potential teacher class plan and preparation;(2)Classroom feedback and appraisal;(3)Potential teacher to classroom control and adjustment;(4)Potential teacher's after class introspection. (5) teaching monitors the facility to aim at

14、 the teacher teaching activity the monitoring; 2 potential teacher teaching monitoring ability raise result; 3 potential teacher lesson plan analysis result; 4 potential teacher classroom observation result.This article has made the concrete analysis in view of the research result, affects the biolo

15、gical potential teacher teaching monitoring ability development the factor analysis, has pointed out existence many kinds of questions: 1 in the classroom instruction process, between the potential teacher and student's interactive is bad; 2 high teachers' colleges proofread raise potential

16、teacher's teaching strategy and the teaching skill theoretical education and the practice operation are insufficient.Sharpens various branches potential teacher teaching monitoring ability the method: between 1 potential teacher each other attends a lecture comments the class ;2 organizations go

17、 on duty for somebody else the potential teacher who teaches to listen to the expert teacher to teach much; 3 through the micro standard teaching way, organization teaching teaching train ;4 utilization teaching supervisory system, promotes the potential teacher teaching multiple practice. Sharpens the biological potential teacher teaching monitoring ability the method, says from the extraneous factor: 1 goes on duty for somebody else to teach the school to construct the teaching supervisory system; 2 go on duty for somebody else to teach