临床视导对高中数学初任教师教学效能影响之个案研究

发布时间：2018-10-18 15:22

【摘要】：本文以A中学高中数学初任教师为研究对象,应用临床视导之相关理论,旨在讨论实施临床视导对高中数学初任教师教学效能的影响。因此,本研究首先阐述临床视导相关理论与教学效能之内涵;其次通过临床视导的实施,分析临床视导实施过程、实施中视导人员与教师的互动沟通方式、影响临床视导模式实施的因素、实施临床视导对教师教学效能产生的影响等。本研究使用临床视导技巧的(1)教学专业发展评鉴系统(2)在工作中(3)语言流动(4)佛兰德互动分析系统等观察工具,以观察前会谈-教学观察-回馈会谈持续循环的模式进行,采用了个案研究法,并利用观察法、半结构访谈法、文件分析等方法进行资料搜集与交叉检核。本研究获得以下的主要研究结果:一、实施临床视导后,初任教师的教学效能有明显成长;二、教师在经过临床视导的过程之后,自我评价随之提升;三、临床视导的三个步骤——观察前会谈、教室观察、回馈会谈均有其必要性;四、若教室观察时间足够长,则可同时使用两种观察工具;五、传统的摄影机因其威胁性较大,可用iPad代替。观察前会谈和回馈会谈都可使用录音笔来辅助记录;六、回馈会谈期间:若同时使用两种观察工具,则教室观察与回馈会谈之间应间隔一定时间来让研究者处理观察资料;七、教师的进取态度、视导人员与教师之间的情谊是临床视导的关键因素;视导人员最好与教师任教同一科目。最后,根据文献综述与研究结论,提出相关建议,供教育行政机关、学校、教师以及未来研究之参考。
[Abstract]:This paper aims to discuss the effect of clinical visual guidance on the teaching effectiveness of mathematics beginners in A middle school by applying the theory of clinical visual guidance. Therefore, this study first expounds the connotation of clinical visual guidance related theory and teaching effectiveness, secondly, through the implementation of clinical visual guidance, analyzes the process of clinical visual guidance implementation, the interactive communication between visual guide personnel and teachers. The factors that affect the implementation of clinical visual guidance mode and the effect of clinical visual guidance on teachers' teaching effectiveness. This study uses clinical visual guidance techniques (1) teaching professional development evaluation system (2) in the work (3) language flow (4) Flemish interactive analysis system and other observation tools to observe the pattern of continuous cycle of pre-talk-teaching observation-feedback talks. Case study method, observation method, semi-structure interview method and document analysis method were used to collect and cross-check the data. The main results of this study are as follows: first, after the implementation of clinical visual guidance, the teaching effectiveness of the initial teachers has significantly increased; second, after the process of clinical visual guidance, the self-evaluation of teachers has improved; third, The three steps of clinical visual guidance-pre-observation talks, classroom observation, feedback talks-are all necessary; fourth, if the classroom observation time is long enough, two observation tools can be used at the same time; fifthly, traditional cameras are more threatening because of their threat. It can be replaced by iPad. Both pre-observation talks and feedback talks can be recorded with a recording pen; sixth, during the feedback talks: if two observation tools are used at the same time, there should be a certain interval between the classroom observation and the feedback talks to allow the researcher to process the observation data; The teachers' enterprising attitude and the friendship between the teachers and the teachers are the key factors of clinical visual guidance, and it is better for them to teach the same subject as the teachers. Finally, according to the literature review and research conclusions, some suggestions are put forward for reference of educational administration, schools, teachers and future research.
【学位授予单位】：北京理工大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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