有效性教學(xué)理論之研究
[Abstract]:How to improve the effectiveness of teaching as the pursuit of teaching has been concerned by many scholars for a long time, but it has become a representative teaching theory in the 1980s. Under the guidance of this teaching theory, there are many teaching models, such as program teaching model, mastering learning model and so on. This paper takes the effective teaching theory as the research object, which is divided into three parts: the analysis of the research, the induction of the main practical links, the latest trends and the prospect of the future development. In the first part, the author discusses the related concepts, research contents and research models of effective teaching theory. Effectiveness reflects the degree of achievement of expected results. In general, the effective teaching refers to the teaching process in which the teacher obtains the best learning effect through all kinds of teaching activities. The starting point of the research is the teacher's teaching behavior, but the foothold is the student. Take the student's performance as the basis of judgment. In fact, the study of "effective teaching" was earlier than the study of "school efficiency", and the two did not gradually combine with each other until the 1960s. In the content of the research, the effective teaching is generally carried out from three dimensions: content, process and result. In the research, there are three main research models: surface analysis, psychological analysis and pedagogy (teaching art) analysis. In the second part, the author focuses on the teaching behavior of efficacy teachers. Although the factors of school level are involved in the effective teaching, the research is still focused on the classroom. In the English education dictionary which has the entry "effective teaching", it is equated with "teacher effectiveness" without exception. Therefore, the author's analysis of the practical aspects of effective teaching is centered on the teaching behavior of efficiency teachers, and does not involve students. In summary, the behaviors of efficacy teachers include key behaviors (clear and fluent expression, diversity of teaching methods, task-oriented, and maintaining students' commitment to the learning process. There are two categories: ensuring students' success and assisting behavior (using students' ideas and participation, organizing carefully, asking questions properly, conducting inquiries, passing on their own influence). These behaviors of teachers form the basis of the use of various teaching strategies. Due to the limitation of space, in this part, the author does not describe all the practical aspects of effective teaching one by one. I only hope that the several aspects discussed can help readers to understand the effectiveness of teaching. The third part is the analysis of the latest development of effective teaching. While the effective teaching theory is formed and developed, another equally representative teaching theory, the reflective teaching (reflective teaching) theory, is also emerging and developing. In this way, in the latest development of effective teaching theory, it can be found that it is more and more useful to the rational aspect of reflective teaching. On this basis, the author thinks that the theory of effective teaching needs to further expand its horizons, mainly including three aspects: efficiency view, learning view and teacher view, so that the effective teaching is complete. The above three parts constitute a systematic research system of effective teaching and learning, hoping that the research in this paper can clarify the theory of effective teaching and provide some reference for enhancing the systematization of its practice.
【學(xué)位授予單位】:華東師范大學(xué)
【學(xué)位級別】:碩士
【學(xué)位授予年份】:2001
【分類號(hào)】:G424.4
【引證文獻(xiàn)】
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