基于学生“学”视角的教师课堂教学自我评价

发布时间：2017-12-28 12:22

本文关键词：基于学生“学”视角的教师课堂教学自我评价　出处：《教育理论与实践》2014年35期 　论文类型：期刊论文

【摘要】：教师教学自我评价是新课程改革教师评价的发展趋势。当前,教师教学自我评价的最大弊端在于自我评价体系的欠缺和自我评价培训的缺失。基于学生"学"的视角,可以从学生学习过程、课堂文化、学生学习效果三个层面对教师课堂教学活动进行自我评价。建立良好的教师自我评价培训机制,有助于提高教师课堂教学自我诊断能力,具体措施包括:学校创设良好的教学自我评价环境,增强教师自我评价意识;建立教师自我评价制度,充分利用教师自我评价结果;确定合理的、可操作的自我评价框架,提高教师自我评价能力;自我评价与他人评价相结合,提升教师自我评价时效性。
[Abstract]:Teachers' teaching self evaluation is the development trend of teachers' evaluation in the new curriculum reform. At present, the biggest disadvantage of teachers' teaching self evaluation lies in the lack of self evaluation system and the lack of self-evaluation training. Based on the perspective of students' learning, we can self evaluate teachers' classroom activities from three levels: Students' learning process, classroom culture and students' learning effect. A good teacher self evaluation mechanism of training, help teachers to improve classroom teaching self diagnostic ability, specific measures include: the school self evaluation environment creating good teaching, enhance teachers' awareness of self evaluation; the establishment of the system of teachers' self-evaluation, make full use of the self evaluation of teachers; to determine the reasonable and workable self evaluation framework, improve the ability of teachers' self-evaluation; self evaluation combined with the evaluation of others, enhance the timeliness of teachers' self-evaluation.
【作者单位】：深圳大学师范学院;
【基金】：全国教育科学规划课题《构建发达城市义务教育阶段学校办学水平评估体系研究》(课题批准号:FHB110004)的阶段性研究成果
【分类号】：G424
【正文快照】： 长期以来,我国中小学教师教学评价就是对教师教学工作,特别是课堂教学的评价〔1〕。评价主体主要是学校领导、学科组长、同事、学生等人,教师只是被评对象;评价方式主要采用要素分解法,在具体表述上虽有细微差别,但一般都包括教学目标、教学方法、教学内容、教学过程、教学效

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