教师学科教学能力模型的建构——基于扎根理论的10位特级教师的深度访谈

发布时间：2018-06-16 11:39

本文选题：学科教学能力 + 学科教师　；参考：《教师教育研究》2017年04期

【摘要】：教学能力是教师专业素质的核心,也是影响教学质量的关键因素。学科教学能力是学科教师教学能力的集中体现。本研究以扎根理论为方法论指导,对10位中学特级教师进行深入访谈,利用MAXQDA 12软件对访谈内容进行整理、编码和分析,建构学科教学能力的结构模型。该模型包括本体、工具、条件、实践、情意、发展6个要素集以及11个核心子要素,体现学科教学能力的本征性、结构性、生态性和发展性。该模型对教师学科教学能力的培养、测量以及职前学科教师教育课程与教学、职后教师培训和教学能力标准的制定具有重要的指导意义。
[Abstract]:Teaching ability is the core of teacher's professional quality and the key factor of influencing teaching quality. Subject teaching ability is the concentrated embodiment of subject teacher's teaching ability. Under the guidance of rooted theory, this study conducted in-depth interviews with 10 senior middle school teachers and used MAXQDA12 software to organize, code and analyze the contents of the interviews, and to construct a structural model of the subject teaching ability. The model includes ontology, tools, conditions, practice, sentiment, development of 6 elements set and 11 core elements, which reflect the intrinsic, structural, ecological and developmental characteristics of the subject teaching ability. The model is of great significance for the cultivation and measurement of teachers' subject teaching ability, as well as for the curriculum and teaching of pre-service subject teachers' education, post-service teachers' training and the formulation of standards for teaching ability.
【作者单位】：杭州师范大学材料与化学化工学院;弗吉尼亚大学教育学院;
【基金】：教育部人文社会科学研究青年基金项目(14YJC880083) 浙江省哲学社会科学规划项目(12JCJY02YB)
【分类号】：G635.1

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