职前教师教学监控能力现状及培养策略
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摘要
教学监控能力已成为教育心理学界研究的新热点。当前,职前教师教学监控能力总体偏低、结构不平衡,教学经历仅影响中等自我监控能力的职前教师,自我监控能力仅影响实习教师和未训职前教师。其成因主要是职前教师教学监控意识弱以及模拟教学的模仿性。职前教师教学监控能力的培养措施主要是注重教学监控自觉意识的培养,重视模拟教学真实性的创设,开展他控—自控式模拟教学活动。
Teaching monitoring ability has become a new hotspot in the field of educational psychology. It is urgent to research how higher normal education conforms to the requirements of society for teachers and cultivate students' teaching monitoring ability. The monitoring ability of pre-service teachers' teaching is generally low and unbalanced in structure. Teaching experience only affects pre-service teachers with medium self-monitoring ability and self-monitoring ability only affects interns and pre-service teachers without training. The main reasons for these are the weak awareness of pre-service teachers' teaching monitoring and the imitation of simulated teaching. The measures of training the monitoring ability of pre-service teachers' teaching mainly focus on the cultivation of self-consciousness of teaching monitoring, the creation of authenticity of simulated teaching, and the implementation of othercontrolled and self-controlled simulated teaching activities.
Teaching monitoring ability has become a new hotspot in the field of educational psychology. It is urgent to research how higher normal education conforms to the requirements of society for teachers and cultivate students' teaching monitoring ability. The monitoring ability of pre-service teachers' teaching is generally low and unbalanced in structure. Teaching experience only affects pre-service teachers with medium self-monitoring ability and self-monitoring ability only affects interns and pre-service teachers without training. The main reasons for these are the weak awareness of pre-service teachers' teaching monitoring and the imitation of simulated teaching. The measures of training the monitoring ability of pre-service teachers' teaching mainly focus on the cultivation of self-consciousness of teaching monitoring, the creation of authenticity of simulated teaching, and the implementation of othercontrolled and self-controlled simulated teaching activities.
引文
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[5]武淑媛.教师的专业化自觉意识的形成[D].太原:山西大学,2013.1-34.
[6]陈瑶.模拟实践在教学技能训练中的运用[J].课程·教材·教法,1999,(4):54-55.
[2]苗怀义.高中化学教师教学监控能力的分析与培养策略[D].长春:东北师范大学,2008.1-43.
[3]任洁,薛红霞.职前教师的教学人格[J].教育理论与实践,2014,(19):48-51.
[4]张作记.行为医学量表手册[M].北京:中华医学电子音像出版社,2005.184.
[5]武淑媛.教师的专业化自觉意识的形成[D].太原:山西大学,2013.1-34.
[6]陈瑶.模拟实践在教学技能训练中的运用[J].课程·教材·教法,1999,(4):54-55.