摘要
为解决当前课例研修活动中教学法、评价、空间和技术的支持作用不突出这一问题,文章设计并实施了基于PAST(教学法—评价—空间—技术)模型的课例研修活动,并以我国西部某少数民族自治县课例研修为例,探究基于PAST模型的课例研修对教师自我效能感的影响。研究结果表明:(1)基于PAST模型的课例研修提高了教师自我效能感水平,且教师在课例研修前后的自我效能感存在显著差异;(2)不同性别、学历、教龄的教师在课例研修前后的自我效能感均分别存在显著差异,且研修后的自我效能感水平均高于研修前的自我效能感水平;(3)不同性别、学历、教龄之间的教师自我效能感均不存在显著差异。
In order to solve the not-prominent problem of supportive function of pedagogy,assessment,space and technology in the present lesson study activities,this article has designed and implemented less study activity based on PAST(pedagogy,assessment,space and technology)model,and,taking the lesson study of a minority autonomous county as an example,explored the influence of lesson study based on PAST model on teacher’s selfefficacy.The research results have shown that:1.the lesson study based on PAST model has improved the level of teacher’s self-efficacy,and there are significant differences in teacher’s self-efficacy before and after lesson study;2.there exist obvious differences in self-efficacy before and after lesson study of teachers of different gender,education background and teaching age,and the level of self-efficacy after lesson study is averagely higher than that before lesson study;3.there are no significant differences in teachers’self-efficacy of different gender,education background and teaching age.
作者
张妮
章敏
罗莹
谢林易
ZHANG Ni;ZHANG Min;LUO Ying;XIE Linyi(School of Education,Guizhou Normal University,Guiyang,Guizhou,China 550025)
出处
《数字教育》
2022年第4期77-83,共7页
Digital Education
基金
国家自然科学基金项目“人工智能助力乡村教师新型研修模式构建及应用策略研究”(72164004)
贵州省2021年度哲学社会科学规划课题“贵州乡村教师队伍建设研究”(21GZYB54)
贵州省教育科学规划课题2021年度重大课题“‘三个课堂’助力贵州义务教育优质均衡发展策略研究”(ZD202103)
贵州省教育厅2022年度人文社会科学研究项目“教育信息化促进贵州乡村教师队伍发展研究”(2022QN006)。
