1、準教師教授教養監控才能晉升的實踐研討        【中文摘要】教授教養監控才能是教師在教授教養入程中,將教授教養活動本身作為意識的對象,不斷地對其入行積極、自動的規劃,檢討、評價、反饋、控制和調節的才能。教師的監控才能直接影響教授教養的后果,所以,本課題的研討目的就是為了提高準教師的教授教養監控才能,特殊是提高生物準教師的教授教養監控才能,從而提高課堂教授教養效力。本論文陳說了準教師教授教養監控才能研討的理論基本:維果斯基的言語的自我調節理論;維果斯基的認知建構理論;林崇德的思維構造理論。海內外的研討動態包括美國

2、學者波斯納認為:教師監控才能=經驗+反思;日本學者上寺久雄指出:“教師成長的第一步,就在于教師自身的反思,教師自身的評價和教師自身的自我改造;申繼亮、辛濤闡述了教師教授教養監控才能的含義、構造、特性、作用及其一般機制、影響因素、發鋪與提高等內容;羅曉路對專家新手型教師教授教養效能感和教授教養監控才能入行研討等。本課題在借鑒以去學者研討的基本上,結合頂崗支教實習的特色,選取了頂崗支教多個專業共200多名準教師作為主要研討的對象。應用的研討方式有文獻法、察望法、比擬法、問卷調查和數理統計等。準教師教授教養監控才能發鋪的一般趨勢:準教師教授教養監控才能閱歷了“自己沒有意識到-意識到-自我監控”的入程

3、;準教師教授教養監控才能閱歷了“外界監控-自我監控”的入程;準教師教授教養監控才能的遷移性逐漸提高。研討結果包括:1全體準教師教授教養監控才能的調查結果,主要從以下5個維度來剖析:準教師課前的規劃與準備;課堂的反饋與評價;準教師對課堂的控制與調節;準教師在課后的反省。(5)教授教養監控舉措措施對準教師教授教養活動的監控2準教師教授教養監控才能的培育的結果3準教師教案剖析結果4準教師課堂察望的結果。本文針對研討的結果做出了詳細的剖析,影響生物準教師教授教養監控才能發鋪的因素剖析,指出了存在的多種題目:1在課堂教授教養入程中,準教師與學生之間的互動性較差;2高師院校對培育準教師的教授教養策略和教授

4、教養技能的理論教育與實踐操縱不夠。提高各科準教師教授教養監控才能的方式: 1準教師之間彼此聽課評課;2組織頂崗支教的準教師多聽專家型教師講課3通過微格教授教養的方式,組織教授教養講課培訓4應用教授教養監控體系,匆匆入準教師教授教養的多次訓練。提高生物準教師教授教養監控才能的方式,從外界因素講:1頂崗支教授教養校應構建教授教養監控體系;2頂崗支教授教養校應常常組織教授教養檢討。從內部因素講:1準教師應增強生物學科理論知識的學習;2準教師應增強各項教授教養技能的學習。');【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