中学教师教学表现的特点及改善建议

发布时间：2018-03-28 20:18

本文选题：中学教师　切入点：教学计划　出处：《现代教育论丛》2017年01期

【摘要】：研究采用自编问卷实施调查,以性别、职称与学校属性为变量,调查教师在教学表现上的现状,并探讨其发展模式。样本来自2016年参加贵州省中学"国培计划"的231名骨干教师。研究发现:教师教学表现整体良好,但存在结构性差异;低职称教师对教学表现自我认同度较高,但教学表现缺乏弹性和深度;办学条件影响教师教学表现,办学条件较好的学校的教师随着职称的提高,教学表现提升幅度更大,但低职称教师教学表现低于办学条件一般的学校教师教学表现。重视沟通和交流,帮助低职称教师营造多方支持的氛围以增强其教学表现的动力;加强学习和反思,加强中学教师教育实践能力以增进其教学表现;开展沙龙讨论,扩充教师教学知识等可以提升教师教学表现。
[Abstract]:The research adopts the self-made questionnaire to carry out the investigation, taking gender, professional title and school attribute as variables to investigate the present situation of teachers' teaching performance. A sample of 231 key teachers who participated in the Guopei Program of Middle School in Guizhou Province in 2016. The results show that the teaching performance of teachers is good, but there are structural differences. Teachers with low professional titles have a higher degree of self-identity in teaching performance, but lack of flexibility and depth in teaching performance; the conditions of running a school affect teachers' teaching performance, and the teachers in schools with better running conditions have a greater degree of improvement in teaching performance with the improvement of their professional titles. However, the teaching performance of teachers with low titles is lower than that of teachers with average running conditions. We should pay attention to communication and communication, help teachers with low titles to create a supportive atmosphere in order to enhance their motivation of teaching performance, and strengthen their learning and reflection. Strengthening the practical ability of middle school teachers' education to improve their teaching performance, conducting salon discussions and expanding teachers' teaching knowledge can improve teachers' teaching performance.
【作者单位】：贵州师范大学数学科学学院;
【分类号】：G635.1

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