摘要
从心理学角度讲,教材二次开发能力是指教师结合学校的实际情况和自身的经验,在整个教学过程中,及时洞察学生的特点,运用不同形式思维,对教材的内容进行分析、生成与反思的能力。教材二次开发能力在从目标课程到实施课程的转变过程中发挥着重要的作用。本研究以思维品质为理论依据,结合专家访谈和问卷调查,制定了由3个一级指标、7个二级指标和系列不同表现水平构成的教师教材二次开发能力评价指标体系。该评价指标体系的构建对于科学、客观评价教材二次开发能力,有针对性开展教师培训具有一定指导意义。
Teachers＇ processing capacity of textbooks （TPCT） can be defined as the ability to analyze, generate, and reflect on the content of textbooks regarding the different forms of teachers＇ thinking, their understanding of students＇ characteristics, the practical experiences, and the actual conditions of schools. Teacher＇s processing capacity of textbooks plays an important role in the transition from intended curriculum to implementing curriculum. Based on the structure of TPCT and the theory of thinking quality, the evaluation indicators were put forward, then by interviewing 4 teacher education researchers in focus group way and surveying 14 teaching experts to supplemented or modified firstly evaluation indicators, the evaluation indicators of TPCT were identified, which including evaluation indicators and the corresponding performance level of each capacity component of TPCT. The evaluation index system was not only useful for scientific, objective evaluation of teachers＇ processing capacity of textbooks, but also for guiding teachers＇ training.
出处
《课程．教材．教法》
CSSCI
北大核心
2015年第10期15-19,共5页
Curriculum，Teaching Material and Method
关键词
中小学教材
二次开发能力
评价指标体系
textbooks for primary and middle schools
processing capacity
evaluation index system
