摘要
随着主体教学的不断展开,有效性问题成了研究者关注的焦点。根据问卷调查,教师教龄、文化程度、学校类型对主体教学有效性的影响都与主体教学有效性密切相关。研究假设:提高教师素质,培养有效教师有利于提高主体教学有效性。使实验教师成为有效教师的措施是理论讲授,提高认识;理论研讨,内化思想;教学体验,加强认识。有效教师提高了主体教学的有效性,主要表现在学生对教学变得富有兴趣,学生的参与方式发生了变化,课堂的质量明显提高等方面,从而检验了实验假设的正确性。
As subjective teaching is progressively underway, its teaching effectiveness has become a focused issue. A questionnaire survey shows that teacher＇s seniority, education degree and types of school are correlative with the effectiveness of subjective teaching. It is hypothesized that the improvement of teacher＇s quality can accordingly improve the effectiveness of subjective teaching. The measures taken to train teachers to be effective are firstly to expose teachers to teaching theories with the view of enriching and deepening their thoughts; secondly to hold seminars for teachers to internalize teaching thoughts;furthermore, to provide teaching opportunities for them to strengthen their thoughts on teaching. It is found that effectiveness-oriented teachers have proved to be advantageous in enhancing subjective teaching effectiveness, which is displayed in the aspects of that more and more students are getting interested in teaching and learning,and their participating manners have changed a lot,and teaching effectiveness has been greatly promoted.
出处
《石家庄学院学报》
2009年第4期99-106,122,共9页
Journal of Shijiazhuang University
关键词
有效教师
主体教学
有效性
effective teacher
subjectiveteaching
effectiveness
