摘要
基于新课程对教师开展自我评价促进专业发展的要求,在对自我评价促进教师专业发展的机理探究与教师进行自我评价和反思存在困难原因的理论剖析基础之上,构建了三个指导教师有效地进行自我评价的相应策略:一是解除"自我屏蔽",打破习惯思维和潜在信念;二是接受学生反馈,了解教学的"不同世界",超越自我循环;三是打开"教室的门",邀请同行帮助进行自我评价,寻找外部参照。
This paper, based on the demands of new curriculum for teacher self- assessment in facilitating professional development, analyzed the root of self-assessment and the difficulties of self-assessment and reflections on professional development, and put forward the three strategies for guiding teachers to make an effective self-assessment.. The first is to eliminate self-shielding and to break habitual thinking and hidden believes The second is to receive the feedback from students to understand teaching from different views The third is to invite colleagues to observe the classroom and help teachers make self-assessment and reflections.
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2009年第2期99-103,共5页
Journal of Northwest Normal University(Social Sciences)
基金
全国教育科学"十五"规划
2005年度教育部重点课题"义务教育新课程改革中教学评价的有效性分析及发展机制研究"(DHA050109)
河南省教育科学"十一五"规划重点课题"高质量数学教学对高中数学教师数学专业素养的要求"(2008-JKGHAZD-151)阶段性成果
关键词
教师
自我评价
教师专业发展
同伴评价
teacher self- assessment teachers＇ professional development peer evaluation
