对小学教师的反馈与教师课堂行为的关系研究

发布时间：2018-09-06 20:02

【摘要】：为深入探究相关主体对小学教师的评价反馈在多大程度上影响教师课堂行为的问题,通过对全国31个省份629名小学教师的问卷调查,分析了对小学教师提供评价反馈的主体、反馈的内容和效果。基于反馈的目的是提升教师的工作能力,研究了反馈效果与教师课堂行为之间的相关性。结果显示:学校干部、校长和同伴教师是对小学教师提供反馈最多的主体;教师课堂行为、学生考试成绩、教师自我评价是反馈的主要内容;不同教龄、学历的教师课堂行为差异显著;对教师反馈的效果与教师课堂行为呈正相关。建议:重视对教师反馈的价值,营造良好的反馈文化;增强学校领导的教学领导力,优化反馈策略;通过及时有效的反馈促进教师开展反思型教学。
[Abstract]:In order to probe into the extent to which feedback from relevant subjects to primary school teachers affects teachers' classroom behavior, this paper analyzes the main body of evaluation feedback to primary school teachers through a questionnaire survey of 629 primary school teachers in 31 provinces. Content and effect of feedback. The purpose of feedback is to improve teachers' working ability, and the correlation between feedback effect and teachers' classroom behavior is studied. The results show that school cadres, principals and peer teachers are the main body of feedback to primary school teachers, teachers' classroom behavior, students' test results and teachers' self-evaluation are the main contents of feedback. The effect of teacher feedback is positively correlated with teacher classroom behavior. Suggestions: pay attention to the value of feedback to teachers, create a good feedback culture; strengthen the teaching leadership of school leaders, optimize feedback strategies; promote teachers to carry out reflective teaching through timely and effective feedback.
【作者单位】：北京师范大学教育学部;
【基金】：北京师范大学自主科研基金重大项目“中国学校研究”(SKZZA2014007)的研究成果之一
【分类号】：G622.4

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