中小学教师课堂教学诊断能力评价指标体系研究

发布时间：2018-06-17 19:13

本文选题：中小学教师 + 教学诊断能力　；参考：《华中师范大学》2017年硕士论文

【摘要】：课堂教学诊断能力是指教师为了提高教学质量,实现教学目标,在教学过程中不断地对教学问题进行探索、评价、反馈、控制和矫正的能力。在教学活动中表现为教师的反思以及批判性思维的运用。构建中小学教师课堂教学诊断能力评价指标体系,引导和支持中小学全面开展教学诊断与改进工作,切实发挥学校的教育质量保证主体作用,是提高中小学课堂教学质量的保证制度体系和运行机制。然而,当前我国中小学教师的教学诊断意识不强,教学诊断的实践能力较弱,严重制约了中小学教师的专业化发展。因此,提高中小学教师的课堂教学诊断能力成为当前刻不容缓的任务。要提高教师的课堂教学诊断能力,首先需要明确教师诊断能力存在哪些问题,为了更有针对性的提高教师课堂教学诊断能力,首先需要对其进行测评。关于中小学教师课堂教学诊断能力评价指标体系的研究,我国学者主要是从诊教师、诊学生、诊师生关系这三个维度进行划分,每个维度下再从不同的角度进行细分,从而建构的指标体系纷繁多样,没有形成一个统一、科学的评价标准。鉴于教学评价、教学诊断二者在教学过程上有高度的重合性,所以本研究在建构教学诊断能力评价指标体系时,借鉴了教学评价的指标体系。因为相对于教学诊断而言,教学评价指标体系发展的较成熟和完善,对教学诊断能力评价指标体系的建构具有重要的指导意义。本文利用文献分析法,初步拟定评价指标体系,再采用德尔菲法,编制专家意见咨询问卷,经过多次专家意见咨询和反馈结果,对初步构建的评价指标进行筛选、合并与修改,从而确定评价指标体系,分别包括一级指标、二级指标、三级指标2项、9项、23项,以及30条评价标准。然后编制《中小学教师课堂教学诊断能力评价指标重要程度调查研究问卷》,运用专家意见平均法确定指标权重,从而形成完整的评价指标体系。最后根据确立的评价指标体系编制《中小学教师课堂教学诊断能力评价指标评分表》,对中小学教师课堂教学诊断能力进行实证研究。通过对研究结果进行数据分析发现,问卷的信度为0.898,结构效度KMO值为0.918,内容效度和结构效度均较高,表明该指标体系设置是科学、合理的。同时还进行了相关性分析,发现教龄、职称与教学诊断能力有显著性相关关系。教龄、职称与教导活动诊断能力相关性显著,与学生的学习活动诊断能力呈现的相关性不显著。根据结论对中小学教师教学诊断能力提升提出以下建议:(1)提升教师课堂教学诊断能力的理论素养;(2)教师的课堂教学诊断能力应均衡发展;(3)课堂教学诊断能力评价指标体系需进一步完善。
[Abstract]:The ability of classroom teaching diagnosis refers to the ability of teachers to explore, evaluate, feedback, control and correct teaching problems in order to improve teaching quality and achieve teaching goals. In teaching activities, teachers reflect on the use of critical thinking. To construct the evaluation index system of teachers' diagnostic ability in classroom teaching, to guide and support the comprehensive teaching diagnosis and improvement in primary and secondary schools, and to give full play to the main role of ensuring the quality of education in primary and secondary schools. It is the guarantee system and operating mechanism to improve the quality of classroom teaching in primary and middle schools. However, the teaching diagnosis consciousness of primary and secondary school teachers is not strong, and the practical ability of teaching diagnosis is weak, which seriously restricts the professional development of primary and secondary school teachers. Therefore, it is an urgent task to improve the teaching diagnosis ability of primary and middle school teachers. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to make clear which problems exist in teachers' diagnostic ability. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to evaluate them. As to the evaluation index system of classroom teaching diagnostic ability of primary and middle school teachers, Chinese scholars divide it mainly from three dimensions: diagnosis teacher, diagnosis student, diagnosis teacher and student relationship, and then subdivide it from a different angle under each dimension. As a result, the index system is diverse and does not form a unified, scientific evaluation standard. In view of the teaching evaluation, the teaching diagnosis has a high degree of coincidence in the teaching process, so this study used the index system of teaching evaluation for reference when constructing the evaluation index system of teaching diagnostic ability. Compared with the teaching diagnosis, the development of the teaching evaluation index system is more mature and perfect, which has an important guiding significance for the construction of the teaching diagnostic ability evaluation index system. In this paper, the evaluation index system is preliminarily drawn up by the literature analysis method, and then the expert opinion consultation questionnaire is compiled by Delphi method. After many expert opinions consultation and feedback results, the preliminary constructed evaluation index is screened, merged and revised. Thus, the evaluation index system is determined, including the first grade index, the second grade index, the third grade index, the 2 items and 9 items, and the 30 evaluation criteria. Then, the questionnaire on the importance of the evaluation index of the diagnostic ability of primary and middle school teachers in classroom teaching is compiled, and the weight of the index is determined by using the average method of expert opinion, thus forming a complete evaluation index system. Finally, according to the established evaluation index system, an empirical study on the classroom teaching diagnostic ability of primary and secondary school teachers is carried out. The results of data analysis showed that the reliability of the questionnaire was 0.898, the KMO value of the structure validity was 0.918, the content validity and the structural validity were both high, which indicated that the setting of the index system was scientific and reasonable. At the same time, the correlation analysis was carried out. It was found that there was a significant correlation between teaching age, professional title and teaching diagnostic ability. The correlation between teaching age, professional title and diagnostic ability of teaching activities was significant, but not significant with the diagnostic ability of learning activities of students. According to the conclusion, this paper puts forward the following suggestions on the improvement of teaching diagnostic ability of primary and secondary school teachers: 1) theoretical literacy of improving teachers' diagnostic ability in classroom teaching. (2) A balanced development of teachers' diagnostic competence in classroom teaching should be carried out. 3) Evaluation of diagnostic competence in classroom teaching. The index system needs to be further improved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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