高师教育学公共课有效课堂环境的构建与评价框架

发布时间：2018-04-28 19:50

本文选题：教育学 + 有效课堂环境　；参考：《黑龙江高教研究》2017年07期

【摘要】：国内外学者对课堂环境概念、内涵、测量等方面做了大量的研究,在梳理并借鉴已有研究的基础上,对高师教育学公共课课堂环境概念进行界定。在此基础上,从教学技能与教学活动、人际关系、教学情景等三个方面,以及由此衍生的学习行为、人际支持、情景支持等三个维度构建教育学有效课堂环境框架。以教育质量约定标准和满意标准作为考察高师教育学公共课课堂教学环境构建有效性的两个维度。结合课堂环境分析框架与教育质量标准二维度,构建教育学公共课有效课堂环境的评价标准模型。最后利用因子分析对评价模型进行量化处理,得出有效课堂环境的评价公式。
[Abstract]:Scholars at home and abroad have done a lot of research on the concept, connotation and measurement of classroom environment. On the basis of combing and referring to the existing research, the concept of classroom environment in the common course of pedagogy in teachers' colleges and universities is defined. On this basis, the effective classroom environment framework of pedagogy is constructed from three aspects: teaching skills and teaching activities, interpersonal relationships, teaching situations, and the resulting learning behaviors, interpersonal support and situational support. The two dimensions of the effectiveness of the construction of the teaching environment of the pedagogy public course in normal universities are the standard of educational quality agreement and the standard of satisfaction. Combining the analysis framework of classroom environment and the two dimensional degree of educational quality standard, the evaluation standard model of effective classroom environment of common course of pedagogy is constructed. Finally, the evaluation model is quantitatively processed by factor analysis, and the evaluation formula of effective classroom environment is obtained.
【作者单位】：苏州大学教育学院;
【基金】：滁州学院校级基金“地方高校青年教师有效教学能力评价机制研究”(编号:2016zxxm03)
【分类号】：G652.4

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