课堂教学自我诊断:实施过程、操作模型与实用技术

发布时间：2018-05-08 21:39

本文选题：课堂教学诊断 + 课堂教学　；参考：《中小学教师培训》2017年02期

【摘要】：课堂教学自我诊断是执教教师对课堂教学实践活动的自我干预行为,必须坚持自我批评的开放与包容态度,而实施过程、操作模型与实用技术是关键因素。过程实施的规范化是前提条件,包括诊断准备、收集资料、初步诊断、诊病辨证、治疗处方、验证效用等六个环节;操作模型的科学化是关键因素,课堂教学设计的"预设"本质与课堂教学实践的"生成"本性决定了课堂教学自我诊断的必然性与必要性;实用技术的现代化是重要保证,注重运用三角分析技术、教学差距图技术、5W1H技术、逻辑树技术、程度坐标技术和SWOT技术以及现代教育诊断技术等,以便及时有效地实现课堂教学自我诊断目的,促进师生共同发展。
[Abstract]:Self-diagnosis in classroom teaching is the self-intervention behavior of teachers in classroom teaching practice. It is necessary to adhere to an open and inclusive attitude of self-criticism, and the key factors are the implementation process, operational model and practical technology. Standardization of process implementation is a prerequisite, including six links: preparation for diagnosis, collection of data, preliminary diagnosis, diagnosis of symptoms and signs, prescription of treatment, validation of utility, etc. The scientific operation model is the key factor. The "presupposition" nature of classroom teaching design and the "generation" nature of classroom teaching practice determine the inevitability and necessity of classroom teaching self-diagnosis, the modernization of practical technology is an important guarantee, and emphasis on the use of triangular analysis technology, The teaching gap map technology includes 5W1H technology, logic tree technology, degree coordinate technology, SWOT technology and modern education diagnosis technology, in order to realize the self-diagnosis aim of classroom teaching and promote the development of teachers and students in a timely and effective manner.
【作者单位】：湖北师范大学教育科学学院;陕西师范大学教育学院;
【基金】：全国教育科学“十三五”规划2016年度国家一般课题“高考分类考试与普通高中转型发展研究”(课题批准号:BHA160090)
【分类号】：G424.21

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