特殊教育学校教师“同课异构”调查研究——以“广西区培”为例
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摘要
特殊教育教师的专业素质是影响特殊教育事业发展的重要因素,而"同课异构"是提高课堂教学质量、促进教师专业成长的重要途径。通过调查了解特殊教育学校教师专业发展现状及"同课异构"活动开展状况,设计满足特殊教育教师差异性需求的培训研究方案。最后根据训后调查结果进行反思总结,提出构建以"同课异构"为主线的实践导向式培训建议,提升特殊教育学校教师课堂教学能力。
The professional quality of special education teachers is an important factor that affects the development of special education,and "heterogeneous forms for the same subject" is an important way to improve the quality of classroom teaching and promote the professional growth of teachers.By investigating the current situation of teachers' professional development in special education schools and the development of " heterogeneous forms for the same subject" activities,this paper designs the training program which meets the different needs of special education teachers.Finally,this paper puts forward the practice-oriented training based on " heterogeneous forms for the same subject" to improve the classroom teaching ability of special education teachers based on the results of the post-training survey.
The professional quality of special education teachers is an important factor that affects the development of special education,and "heterogeneous forms for the same subject" is an important way to improve the quality of classroom teaching and promote the professional growth of teachers.By investigating the current situation of teachers' professional development in special education schools and the development of " heterogeneous forms for the same subject" activities,this paper designs the training program which meets the different needs of special education teachers.Finally,this paper puts forward the practice-oriented training based on " heterogeneous forms for the same subject" to improve the classroom teaching ability of special education teachers based on the results of the post-training survey.
引文
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[3]姚桂招,喻小蝶.农村小学英语教师“同课异构”调查研究——以江西省赣州市南康区为例[J].英语教师,2016(11):32-36.
[4]杨波.旨在促进教师专业成长的同课异构教研形式案例研究[D].长春:东北师范大学,2011:1-53.
[5]李健,孙泽民,陈建勤,路宝玲,贺小鲸.对“同课异构”培训方式的实施与思考——以北京市市级体育骨干教师培训为例[J].北京教育学院学报(自然科学版),2013(2):60-63.
[6]陈飞,李广.“同课异构”的范式建构与实践探索——基于教师教育创新东北实验区“有效教学”现场会的思考[J].教育实践与研究,2014(2):13-16.
[7]肖若茂.“同课异构”教师专业成长的有效途径[J].中国科技信息,2008(5):253-254.
[2]李芳.均衡发展背景下特殊教育师资培养模式研究[J].教育与教学研究,2014(3):29-33.
[3]姚桂招,喻小蝶.农村小学英语教师“同课异构”调查研究——以江西省赣州市南康区为例[J].英语教师,2016(11):32-36.
[4]杨波.旨在促进教师专业成长的同课异构教研形式案例研究[D].长春:东北师范大学,2011:1-53.
[5]李健,孙泽民,陈建勤,路宝玲,贺小鲸.对“同课异构”培训方式的实施与思考——以北京市市级体育骨干教师培训为例[J].北京教育学院学报(自然科学版),2013(2):60-63.
[6]陈飞,李广.“同课异构”的范式建构与实践探索——基于教师教育创新东北实验区“有效教学”现场会的思考[J].教育实践与研究,2014(2):13-16.
[7]肖若茂.“同课异构”教师专业成长的有效途径[J].中国科技信息,2008(5):253-254.