小學(xué)教師教學(xué)監(jiān)控能力基本特征及培養(yǎng)策略研究
[Abstract]:With the rapid development of our society, more and more attention has been paid to education. In the report of the 18th National Congress of the CPC, it is proposed that education should be given priority to the education of the people, and education is not only the cornerstone of national rejuvenation, but also the cornerstone of social progress. As the foundation of basic education, primary education is the most important. The cultivation of talents depends on basic education, especially primary education. In the process of education and teaching, teachers have a great influence on the quality of education, the cultivation of talents and the improvement of national quality. Strengthening teachers' monitoring of teaching process and improving teachers' ability of teaching monitoring are the needs of promoting teachers' own development as well as the need of carrying out quality-oriented education in an all-round way. Based on this background, this paper studies the teaching monitoring ability and teaching monitoring ability of primary school teachers. Through literature review, questionnaire survey, correlation analysis, analysis of variance, t-test and other research methods, it is found that there are significant differences and correlations in the teaching monitoring ability of primary school teachers in terms of academic qualifications and schools. Primary school teachers' teaching monitoring ability is an important factor of educational background and school. The overall characteristics are as follows: the total score and all factors of teaching monitoring ability of primary school teachers with graduate degree are higher than that of teachers with other qualifications. The teaching monitoring level of primary school teachers with college degree is higher than that with undergraduate degree, technical secondary school and junior high school degree. There were significant differences in the total score, planning and preparation, classroom organization and management, and verbal and nonverbal communication among primary school teachers. Primary school teachers have significant differences in teaching classroom organization and management factors, introspection and evaluation factors, and the level of female teachers is higher than that of male teachers. The teaching monitoring ability of primary school teachers had no difference in the dimensions of teaching age and teaching age, but the level of classroom organization and management of teachers with teaching age between 16 and 20 years was lower than that of the other four teaching years. The level of classroom organization and management in the age of 41-50 is also lower than that of the other three age groups. Based on the above research results, primary school teachers should strengthen their own quality, promote the development of teaching monitoring ability, set up teaching and research groups inside and outside the school to carry out mutual assistance learning, and strive for more social, school attention and support. To create a good social atmosphere to promote the development of teaching monitoring ability, to actively use various ways to adjust teachers' psychology, to ensure that there is a healthy psychology in teaching work, and to play a better role in teaching monitoring.
【學(xué)位授予單位】:內(nèi)蒙古師范大學(xué)
【學(xué)位級別】:碩士
【學(xué)位授予年份】:2015
【分類號】:G622.4
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