【摘要】：微格教學(xué)作為一種培訓(xùn)師范生教學(xué)技能的教學(xué)模式,為了讓師范生在物理課堂教學(xué)過程中,通過系統(tǒng)的訓(xùn)練,獲得基本的教學(xué)技能,促進自身的教學(xué)素養(yǎng)。在教育課程改革形勢下,師范生要成為一名合格的新教師,不僅僅是學(xué)習(xí)與學(xué)科相關(guān)的教學(xué)理論知識,更需要他們對教學(xué)技能掌握和使用的熟練程度,才能保證以后的教師隊伍具有優(yōu)良的教學(xué)素質(zhì)。 高等師范院校作為培養(yǎng)未來從事教育事業(yè)的園地,結(jié)合師范生專業(yè)特點,需要對他們進行教學(xué)技能培訓(xùn),微格教學(xué)就是利用現(xiàn)代化教育技術(shù),來有效地提高師范生的基本教學(xué)技能的有效途徑。微格教學(xué)的歷史不是很長,引入到中國的時間和利用到教學(xué)實踐的時間也比較短。所以,在微格教學(xué)對師范生的教學(xué)技能的培訓(xùn)提升的時候,難免會出現(xiàn)一些用法不當(dāng),效果不明顯的結(jié)果。 本文就微格教學(xué)在培訓(xùn)師范生教學(xué)技能方面做一定的理論闡述,第一章里面,是對微格教學(xué)的基本介紹,包括微格教學(xué)的基本概念、國內(nèi)外的發(fā)展情況和它對教學(xué)的重要性分析,為后面章節(jié)中對師范生教學(xué)技能的訓(xùn)練的分析奠定理論基礎(chǔ)。在第二章里面,主要論述微格教學(xué)的基本理論和實施環(huán)節(jié),包括微格教學(xué)的備課、說課和上課三個基本環(huán)節(jié),是對微格教學(xué)過程中基本環(huán)節(jié)的一個系統(tǒng)認識；在第三章里面,是對微格教學(xué)技能的基本概述和相關(guān)的案例列舉,包括微格教學(xué)的十大教學(xué)技能,對各個技能在教學(xué)中體現(xiàn)的具體作用進行總結(jié),在結(jié)合一定的教學(xué)案例,著重講解微格教學(xué)對教學(xué)技能培訓(xùn)的表現(xiàn)狀況；在最后的第四章里面,主要論述師范生教學(xué)技能的要求和在微格教學(xué)中訓(xùn)練的形式,以微格案例分析結(jié)合的方式,對師范生在微格教學(xué)中的表現(xiàn)的教學(xué)技能加以點評和分析,以及對微格教學(xué)的作用、應(yīng)用原則和類型的分析；在此基礎(chǔ)上,總結(jié)一部分關(guān)于微格教學(xué)提升師范生教學(xué)技能的方法的改進措施。
[Abstract]:Micro-teaching as a teaching mode of training normal students' teaching skills, in order to enable normal students in the process of physics classroom teaching, through systematic training, to acquire basic teaching skills, promote their own teaching literacy. Under the situation of educational curriculum reform, normal school students want to become a qualified new teacher, not only to study the theoretical knowledge of teaching related to the subject, but also to require their proficiency in teaching skills and use. In order to ensure that the future team of teachers have a good quality of teaching. As a garden for future education, teachers' colleges and universities need to train their teaching skills according to the specialty characteristics of normal students. Micro-teaching is the use of modern educational technology. To effectively improve the basic teaching skills of normal students an effective way. The history of microteaching is not very long, and the time to introduce microteaching into China and to use teaching practice is also relatively short. Therefore, when micro-teaching improves the teaching skills of normal school students, it is inevitable that there will be some improper usage, and the effect will not be obvious. In the first chapter, it is the basic introduction of microteaching, including the basic concept of microteaching. The development at home and abroad and its importance to teaching lay a theoretical foundation for the analysis of the training of normal students' teaching skills in the later chapters. In the second chapter, it mainly discusses the basic theory and implementation of micro-teaching, including the preparation of micro-teaching, teaching and teaching three basic links, is a systematic understanding of the basic links in the process of micro-teaching; In the third chapter, it is the basic overview of micro-teaching skills and related examples, including the ten teaching skills of micro-teaching, summarized the specific role of each skill in teaching, in combination with certain teaching cases, Emphasis is placed on explaining the performance of micro-teaching in teaching skills training; In the fourth chapter, the author mainly discusses the requirements of teaching skills of normal students and the form of training in micro-teaching, and comments and analyzes the teaching skills of normal students in micro-teaching by means of micro-case analysis and combination of micro-case analysis and micro-case analysis, and finally discusses the requirements of teaching skills of normal students in micro-teaching and the form of training in microteaching. As well as the role of micro-teaching, application principles and types of analysis; On this basis, part of the micro-teaching to improve the teaching skills of normal students to improve measures.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：O4-4;G652.4

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