1、準(zhǔn)教師教授教養(yǎng)監(jiān)控才能晉升的實(shí)踐研討        【中文摘要】教授教養(yǎng)監(jiān)控才能是教師在教授教養(yǎng)入程中,將教授教養(yǎng)活動(dòng)本身作為意識(shí)的對(duì)象,不斷地對(duì)其入行積極、自動(dòng)的規(guī)劃,檢討、評(píng)價(jià)、反饋、控制和調(diào)節(jié)的才能。教師的監(jiān)控才能直接影響教授教養(yǎng)的后果,所以,本課題的研討目的就是為了提高準(zhǔn)教師的教授教養(yǎng)監(jiān)控才能,特殊是提高生物準(zhǔn)教師的教授教養(yǎng)監(jiān)控才能,從而提高課堂教授教養(yǎng)效力。本論文陳說了準(zhǔn)教師教授教養(yǎng)監(jiān)控才能研討的理論基本:維果斯基的言語的自我調(diào)節(jié)理論;維果斯基的認(rèn)知建構(gòu)理論;林崇德的思維構(gòu)造理論。海內(nèi)外的研討動(dòng)態(tài)包括美國

2、學(xué)者波斯納認(rèn)為:教師監(jiān)控才能=經(jīng)驗(yàn)+反思;日本學(xué)者上寺久雄指出:“教師成長(zhǎng)的第一步,就在于教師自身的反思,教師自身的評(píng)價(jià)和教師自身的自我改造;申繼亮、辛濤闡述了教師教授教養(yǎng)監(jiān)控才能的含義、構(gòu)造、特性、作用及其一般機(jī)制、影響因素、發(fā)鋪與提高等內(nèi)容;羅曉路對(duì)專家新手型教師教授教養(yǎng)效能感和教授教養(yǎng)監(jiān)控才能入行研討等。本課題在借鑒以去學(xué)者研討的基本上,結(jié)合頂崗支教實(shí)習(xí)的特色,選取了頂崗支教多個(gè)專業(yè)共200多名準(zhǔn)教師作為主要研討的對(duì)象。應(yīng)用的研討方式有文獻(xiàn)法、察望法、比擬法、問卷調(diào)查和數(shù)理統(tǒng)計(jì)等。準(zhǔn)教師教授教養(yǎng)監(jiān)控才能發(fā)鋪的一般趨勢(shì):準(zhǔn)教師教授教養(yǎng)監(jiān)控才能閱歷了“自己沒有意識(shí)到-意識(shí)到-自我監(jiān)控”的入程

3、;準(zhǔn)教師教授教養(yǎng)監(jiān)控才能閱歷了“外界監(jiān)控-自我監(jiān)控”的入程;準(zhǔn)教師教授教養(yǎng)監(jiān)控才能的遷移性逐漸提高。研討結(jié)果包括:1全體準(zhǔn)教師教授教養(yǎng)監(jiān)控才能的調(diào)查結(jié)果,主要從以下5個(gè)維度來剖析:準(zhǔn)教師課前的規(guī)劃與準(zhǔn)備;課堂的反饋與評(píng)價(jià);準(zhǔn)教師對(duì)課堂的控制與調(diào)節(jié);準(zhǔn)教師在課后的反省。(5)教授教養(yǎng)監(jiān)控舉措措施對(duì)準(zhǔn)教師教授教養(yǎng)活動(dòng)的監(jiān)控2準(zhǔn)教師教授教養(yǎng)監(jiān)控才能的培育的結(jié)果3準(zhǔn)教師教案剖析結(jié)果4準(zhǔn)教師課堂察望的結(jié)果。本文針對(duì)研討的結(jié)果做出了詳細(xì)的剖析,影響生物準(zhǔn)教師教授教養(yǎng)監(jiān)控才能發(fā)鋪的因素剖析,指出了存在的多種題目:1在課堂教授教養(yǎng)入程中,準(zhǔn)教師與學(xué)生之間的互動(dòng)性較差;2高師院校對(duì)培育準(zhǔn)教師的教授教養(yǎng)策略和教授

4、教養(yǎng)技能的理論教育與實(shí)踐操縱不夠。提高各科準(zhǔn)教師教授教養(yǎng)監(jiān)控才能的方式: 1準(zhǔn)教師之間彼此聽課評(píng)課;2組織頂崗支教的準(zhǔn)教師多聽專家型教師講課3通過微格教授教養(yǎng)的方式,組織教授教養(yǎng)講課培訓(xùn)4應(yīng)用教授教養(yǎng)監(jiān)控體系,匆匆入準(zhǔn)教師教授教養(yǎng)的多次訓(xùn)練。提高生物準(zhǔn)教師教授教養(yǎng)監(jiān)控才能的方式,從外界因素講:1頂崗支教授教養(yǎng)校應(yīng)構(gòu)建教授教養(yǎng)監(jiān)控體系;2頂崗支教授教養(yǎng)校應(yīng)常常組織教授教養(yǎng)檢討。從內(nèi)部因素講:1準(zhǔn)教師應(yīng)增強(qiáng)生物學(xué)科理論知識(shí)的學(xué)習(xí);2準(zhǔn)教師應(yīng)增強(qiáng)各項(xiàng)教授教養(yǎng)技能的學(xué)習(xí)。');【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