摘要
基于课堂观察理论,对陕西师范大学2014与2015两届55名学科教育学硕士研究生分别在中小学一学期的课堂观察记录进行研究,发现:他们更多关注教师教学与课程性质,忽视学生学习过程。对课堂文化氛围及课堂的复杂性认识不够充分,观察点零散,缺乏目的性和系统性,教学反思亦属于浅层次的定性分析,没有定量分析,对课堂现象缺乏教育学理论的解释性依据等。基于此,提出整合教师教育课程及撰写反思报告等对策。
Based on the theory of classroom observation, we have observed the classroom conducts of 55 ME（Master of Education） candidates＇ during their education practice in middle schools. They will get the master degrees of subject curriculum and instruction theory degree in 2014 or 2015. The research shows that they havepaid more attention to teacher＇ s teaching and curriculum property dimension, but they have neglected the students learning dimensions. They are not fully aware of the classroom cultural atmosphere and the complexity ofclassroom situation. Their observation points are not focused, nor systematic. Their comments on the classroom observations are qualitative analysis, not quantitative analysis, therefore weak in pedagogic theoretic support.According to these results, we put forward a series of countermeasures, such as integrating teacher educationcurriculum, writing observation reflection reports.
出处
《当代教师教育》
2014年第3期36-41,共6页
Contemporary Teacher Education
基金
陕西省教育科学"十二五"规划2013年立项课题(SGH13037)
教育部陕西师范大学基础教育课程研究中心项目基金资助(JCJY201309)
关键词
课堂观察
学科教育学硕士
教育实习
教师专业发展
classroom observations
master of pedagogy
educational practice
teachers ＇ professional development
