师范生教学技能训练体系的构建与实施模式
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摘要
完备的训练体系是师范生教学技能养成的重要环节。基于《中国学生发展核心素养》《教师教育课程标准》《普通高中课程方案和语文等学科课程标准(2017年版)》《高等师范学校学生的教师职业技能训练大纲(试行)》等文件精神,研究将师范生教学技能厘定为四个要素,即教学设计、教学实施、教学评价、教学反思与研究。根据这四个要素,重构了师范生教学技能训练体系,即由教学理念、教学知识、教学行为所构成的"交互式"体系。相应地,教学技能训练实施模式调整为"复式"训练模式、"衍射型"教学实践模式和"反复-发展型"教学反思模式。
Training is key in the cultivation of normal students' teaching skills.According to the official Documents of the Core Literacy Factors for Chinese Students and the Teacher Education Curriculum Standard"as well as the discipline curriculum standard,the teaching skills gave been defined as consisting of the four factors of teaching design,teaching implementation,teaching evaluation and reflection.Based on the four factors,the system of training teacher education students' teaching skills reconstructed,namely,teaching concept,teaching knowledge and teaching behavior"interactive" training system.The adaptive implementation mode is" multiple" training mode," diffractive" teaching practice mode and"repeated and developmental" teaching reflection mode.
Training is key in the cultivation of normal students' teaching skills.According to the official Documents of the Core Literacy Factors for Chinese Students and the Teacher Education Curriculum Standard"as well as the discipline curriculum standard,the teaching skills gave been defined as consisting of the four factors of teaching design,teaching implementation,teaching evaluation and reflection.Based on the four factors,the system of training teacher education students' teaching skills reconstructed,namely,teaching concept,teaching knowledge and teaching behavior"interactive" training system.The adaptive implementation mode is" multiple" training mode," diffractive" teaching practice mode and"repeated and developmental" teaching reflection mode.
引文
[1]教育部师范教育司.教师专业化的理论与实践[M].北京:人民教育出版社,2003:13.
[2]李克东.教师职业技能训练教程[M].北京:北京师范大学出版社,1994:45.
[3]张旭,许林.现代教育技术[M].北京:科学出版社,1995:30.
[4]约翰·W·桑切克.教育心理学[M].第2版.周冠英,王学成,译.北京:世界图书出版公司,2007:236.
[5]杨启亮.论普通学校的教学目的[J].教育理论与实践,1989,9(5):32-36.
[6]徐万晓.舒尔曼学科教学知识视角下对教师专业素养的新思考[J].重庆电子工程学院学报,2012,21(1):76-80.
[7]唐世纲.师范生教学技能的理论框架与实训机制[J].教育评论,2016(5):107-109.
[8]苏玉华.新课改背景下提高师范生教学技能训练的有效途径[J].科教文汇(下旬刊),2017(6):84-85.
[9]王言景,范青苹,李利梅,等.影响师范生科学教学技能提高的因素分析[J].产业与科技论坛,2018,17(1):102-103.
[10]文剑辉.高校师范生教学技能培养策略研究[J].伊犁师范学院学报(自然科学版),2017,11(1):89-92.
[11]郝琦蕾,董新良,姜晋国.师范生实践教学技能存在的问题及对策研究---以某省属高师院校为例[J].教育理论与实践,2017,37(25):47-49.
[2]李克东.教师职业技能训练教程[M].北京:北京师范大学出版社,1994:45.
[3]张旭,许林.现代教育技术[M].北京:科学出版社,1995:30.
[4]约翰·W·桑切克.教育心理学[M].第2版.周冠英,王学成,译.北京:世界图书出版公司,2007:236.
[5]杨启亮.论普通学校的教学目的[J].教育理论与实践,1989,9(5):32-36.
[6]徐万晓.舒尔曼学科教学知识视角下对教师专业素养的新思考[J].重庆电子工程学院学报,2012,21(1):76-80.
[7]唐世纲.师范生教学技能的理论框架与实训机制[J].教育评论,2016(5):107-109.
[8]苏玉华.新课改背景下提高师范生教学技能训练的有效途径[J].科教文汇(下旬刊),2017(6):84-85.
[9]王言景,范青苹,李利梅,等.影响师范生科学教学技能提高的因素分析[J].产业与科技论坛,2018,17(1):102-103.
[10]文剑辉.高校师范生教学技能培养策略研究[J].伊犁师范学院学报(自然科学版),2017,11(1):89-92.
[11]郝琦蕾,董新良,姜晋国.师范生实践教学技能存在的问题及对策研究---以某省属高师院校为例[J].教育理论与实践,2017,37(25):47-49.