摘要
培训效果的问题是培训研究的热点和难点,研究者大多习惯从满足客户需求的角度,观察培训的效果。培训效果的检验准则有很多,"学习落后"消减程度是其中的一个准则。班级集体教学中总会存在"落后现象",这是教育公平与教学效益博弈的产物。每个培训班总有落后,影响培训效果的众多因素通过导致"学习落后"的某些基因,如学习动机、认知结构、自我效能感、期望、学习风格等学习者主体因素而作用于培训效果,显然,教学中对"落后现象"控制的程度可以作为检验培训效果的一个评价维度。
Effects of training has often been the concern of teaching researches.This article sets out to examine the slow-learning phenomenon in training class.After reviewing the fundamental principles of pedagogical thought and the training and teaching practice,it analyzes the reasons for slow-learning from students’learning motivation,cognitive mechanism,self-efficacy,anticipation and learning style.It studies how these factors interact and ultimately affect the effectiveness of training.
出处
《武汉职业技术学院学报》
2010年第2期30-32,45,共4页
Journal of Wuhan Polytechnic
关键词
教师培训
培训效果
学习落后
教育四大原则
teacher training
training effects
slow-learning
pedagogical principles
