热门搜索: 论文 发表 社科期刊 北大核心 南大核心 cssci 科技期刊 教育

当前位置:主页 > 教育论文 > 教学理论论文 >

有效性教学理论之研究

发布时间:2018-07-18 07:11  文章来源:笔耕文化传播
【摘要】: 如何提高教学的有效性作为人们对教学的追求,长久以来一直受到众多学者的关注,但其成为一种极具代表性的教学理论却是在20世纪80年代。在这种教学理论的指导下,出现了许多的教学模式,,如程序教学模式、掌握学习模式等。本论文以有效性教学理论为研究对象,分为研究的分析、主要实践环节的归纳和最新动态及未来发展方向的展望三个部分。 第一部分笔者对有效性教学理论的相关概念、研究内容和研究模式三个方面进行理论上的探讨。有效性反映的是预期结果的实现程度。通常所指的有效性教学是特指教师通过各种教学活动,使学生获得最佳学习效果的教学过程,其研究切入点是教师教学行为,但落脚点却是学生,以学生的表现作为评判的依据。“有效性教学”研究实际上早于“学校效能”研究,二者直到20世纪60年代才逐渐相互结合。在研究内容上,有效性教学一般从内容、过程、结果三个维度展开,在研究中形成了表层分析、心理学分析和教育学(教学艺术)分析三种主要的研究模式。 在第二部分中,笔者重点对效能型教师的教学行为展开研究。虽然有效性教学中涉及学校层面的因素,但其研究重点仍放在课堂上,在本人可查到的有“effective teaching”词条的英文教育词典中,无一例外的都将其等同于“teacher effectiveness”,因此笔者对有效性教学的实践环节的分析皆以效能型教师的教学行为为中心,不涉及学生。概括的说,效能型教师的行为包括关键行为(清晰流畅的表达、教学手段多样化、以任务为导向、维持学生对学习过程的投入、保证学生的成功度)和辅助行为(利用学生的观念和参与、精心组织、恰当提问、展开探询、传递自身的影响)两大类。教师的这些行为成为运用各种教学策略的基础。由于篇幅的限制,在这一部分里笔者并没有将有效性教学的所有实践方面都一一表述出来,只求已论述的几个方面能够对读者理解有效性教学有所帮助。 第三部分是对有效性教学的最新动态的探索及发展方向的分析。在有效性教学理论成型和发展的同时,另一种同样极具代表性的教学理论——反思性教学(reflective teaching)理论也在兴起与发展。这样,在有效性教学理论的最新发展中,可以发现它对反思性教学合理方面的借鉴愈来愈多。在此基础上,笔者认为有效性教学理论需进一步拓展视野,主要包括效能观、学习观和教师观三个方面,这样的有效性教学才是完整的。 以上三个部分构成了一个较为系统的有效性教学研究体系,希望通过本论文的研究能够澄清有效性教学的理论,并为增强其实践的系统性提供些许借鉴。
[Abstract]:How to improve the effectiveness of teaching as the pursuit of teaching has been concerned by many scholars for a long time, but it has become a representative teaching theory in the 1980s. Under the guidance of this teaching theory, there are many teaching models, such as program teaching model, mastering learning model and so on. This paper takes the effective teaching theory as the research object, which is divided into three parts: the analysis of the research, the induction of the main practical links, the latest trends and the prospect of the future development. In the first part, the author discusses the related concepts, research contents and research models of effective teaching theory. Effectiveness reflects the degree of achievement of expected results. In general, the effective teaching refers to the teaching process in which the teacher obtains the best learning effect through all kinds of teaching activities. The starting point of the research is the teacher's teaching behavior, but the foothold is the student. Take the student's performance as the basis of judgment. In fact, the study of "effective teaching" was earlier than the study of "school efficiency", and the two did not gradually combine with each other until the 1960s. In the content of the research, the effective teaching is generally carried out from three dimensions: content, process and result. In the research, there are three main research models: surface analysis, psychological analysis and pedagogy (teaching art) analysis. In the second part, the author focuses on the teaching behavior of efficacy teachers. Although the factors of school level are involved in the effective teaching, the research is still focused on the classroom. In the English education dictionary which has the entry "effective teaching", it is equated with "teacher effectiveness" without exception. Therefore, the author's analysis of the practical aspects of effective teaching is centered on the teaching behavior of efficiency teachers, and does not involve students. In summary, the behaviors of efficacy teachers include key behaviors (clear and fluent expression, diversity of teaching methods, task-oriented, and maintaining students' commitment to the learning process. There are two categories: ensuring students' success and assisting behavior (using students' ideas and participation, organizing carefully, asking questions properly, conducting inquiries, passing on their own influence). These behaviors of teachers form the basis of the use of various teaching strategies. Due to the limitation of space, in this part, the author does not describe all the practical aspects of effective teaching one by one. I only hope that the several aspects discussed can help readers to understand the effectiveness of teaching. The third part is the analysis of the latest development of effective teaching. While the effective teaching theory is formed and developed, another equally representative teaching theory, the reflective teaching (reflective teaching) theory, is also emerging and developing. In this way, in the latest development of effective teaching theory, it can be found that it is more and more useful to the rational aspect of reflective teaching. On this basis, the author thinks that the theory of effective teaching needs to further expand its horizons, mainly including three aspects: efficiency view, learning view and teacher view, so that the effective teaching is complete. The above three parts constitute a systematic research system of effective teaching and learning, hoping that the research in this paper can clarify the theory of effective teaching and provide some reference for enhancing the systematization of its practice.
【学位授予单位】:华东师范大学
【学位级别】:硕士
【学位授予年份】:2001
【分类号】:G424.4

【引证文献】

相关期刊论文 前7条

1 陈冬静;;论教师有效教学思维的培养[J];教育与教学研究;2009年08期

2 郭少梅;;中职历史课有效教学的策略[J];读与写(教育教学刊);2011年01期

3 温守轰;;师专多媒体教学有效性现状调查与分析[J];广西教育;2012年15期

4 杨丽;温恒福;;近30年来我国教学理论研究的主要特点分析[J];教育研究;2011年03期

5 常永兰;;职校数学有效教学策略[J];科技信息(学术研究);2008年12期

6 张孝辉;;浅谈体育教师有效教学途径[J];科技信息;2010年32期

7 陈淑庄;;学生对高校思想政治理论课价值预判之教师有效引导策略研究[J];辽宁行政学院学报;2010年04期

相关博士学位论文 前1条

1 黄晓颖;对外汉语有效教学研究[D];东北师范大学;2011年

相关硕士学位论文 前10条

1 付秀娜;初中历史课堂教学有效性研究[D];山东师范大学;2010年

2 魏丹丹;新课程高中地理活动教学的有效策略研究[D];首都师范大学;2011年

3 效志刚;课堂效益研究[D];河南大学;2011年

4 张亚红;新课改背景下中学生物学课堂教学有效性的研究[D];西南大学;2011年

5 侯承宇;基于目标矩阵法的科学教材分析[D];华东师范大学;2011年

6 王小鑫;小学教师课堂教学行为性别差异研究[D];辽宁师范大学;2011年

7 颜丽萍;浅谈高中生物课堂教学有效性的提高[D];辽宁师范大学;2011年

8 王瑞;初中英语教师有效课堂教学行为研究[D];上海师范大学;2011年

9 田娟;民族贫困地区农村学校整体推进新课改之研究[D];广西师范大学;2011年

10 温守轰;师专多媒体教学有效性之困境与对策研究[D];广西师范大学;2011年



本文编号:2131148


论文下载
论文发表
教材专著
专利申请


    下载步骤:1.微信扫码 2.备注编号 2131148. 3.下载文档
    注:1.必须备注编号,否则无法下载;2.扫码后10分钟即可下载,如有问题,点击微信联系客服。


    本文链接:http://www.bigengculture.com/jiaoyulunwen/jiaoxuetheo/2131148.html

    上一篇:我国课程实施研究的文献分析-1990-2010  
    下一篇:没有了