【摘要】： 如何提高教學的有效性作為人們對教學的追求，長久以來一直受到眾多學者的關(guān)注，但其成為一種極具代表性的教學理論卻是在20世紀80年代。在這種教學理論的指導下，出現(xiàn)了許多的教學模式，，如程序教學模式、掌握學習模式等。本論文以有效性教學理論為研究對象，分為研究的分析、主要實踐環(huán)節(jié)的歸納和最新動態(tài)及未來發(fā)展方向的展望三個部分。 第一部分筆者對有效性教學理論的相關(guān)概念、研究內(nèi)容和研究模式三個方面進行理論上的探討。有效性反映的是預(yù)期結(jié)果的實現(xiàn)程度。通常所指的有效性教學是特指教師通過各種教學活動，使學生獲得最佳學習效果的教學過程，其研究切入點是教師教學行為，但落腳點卻是學生，以學生的表現(xiàn)作為評判的依據(jù)�！坝行越虒W”研究實際上早于“學校效能”研究，二者直到20世紀60年代才逐漸相互結(jié)合。在研究內(nèi)容上，有效性教學一般從內(nèi)容、過程、結(jié)果三個維度展開，在研究中形成了表層分析、心理學分析和教育學(教學藝術(shù))分析三種主要的研究模式。 在第二部分中，筆者重點對效能型教師的教學行為展開研究。雖然有效性教學中涉及學校層面的因素，但其研究重點仍放在課堂上，在本人可查到的有“effective teaching”詞條的英文教育詞典中，無一例外的都將其等同于“teacher effectiveness”，因此筆者對有效性教學的實踐環(huán)節(jié)的分析皆以效能型教師的教學行為為中心，不涉及學生。概括的說，效能型教師的行為包括關(guān)鍵行為(清晰流暢的表達、教學手段多樣化、以任務(wù)為導向、維持學生對學習過程的投入、保證學生的成功度)和輔助行為(利用學生的觀念和參與、精心組織、恰當提問、展開探詢、傳遞自身的影響)兩大類。教師的這些行為成為運用各種教學策略的基礎(chǔ)。由于篇幅的限制，在這一部分里筆者并沒有將有效性教學的所有實踐方面都一一表述出來，只求已論述的幾個方面能夠?qū)ψx者理解有效性教學有所幫助。 第三部分是對有效性教學的最新動態(tài)的探索及發(fā)展方向的分析。在有效性教學理論成型和發(fā)展的同時，另一種同樣極具代表性的教學理論——反思性教學(reflective teaching)理論也在興起與發(fā)展。這樣，在有效性教學理論的最新發(fā)展中，可以發(fā)現(xiàn)它對反思性教學合理方面的借鑒愈來愈多。在此基礎(chǔ)上，筆者認為有效性教學理論需進一步拓展視野，主要包括效能觀、學習觀和教師觀三個方面，這樣的有效性教學才是完整的。 以上三個部分構(gòu)成了一個較為系統(tǒng)的有效性教學研究體系，希望通過本論文的研究能夠澄清有效性教學的理論，并為增強其實踐的系統(tǒng)性提供些許借鑒。
[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.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2001
【分類號】：G424.4

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