發(fā)布時(shí)間：2019-03-28 12:42

【摘要】：隨著素質(zhì)教育的提倡和新課改的推動,社會對教師的要求越來越高。教師不僅是一個(gè)引導(dǎo)者,更是一個(gè)將教學(xué)理論與實(shí)踐相結(jié)合的促進(jìn)者。教師作為教書育人的榜樣,不僅需要自己掌握好專業(yè)知識,還應(yīng)該善于教學(xué)。教學(xué)模式從過去的以教師為中心轉(zhuǎn)變?yōu)橐詫W(xué)生為中心,這對教師教學(xué)技能無疑有了更高的要求。微格教學(xué),作為幫助師范生提高教學(xué)技能的一種培訓(xùn)方式,已被國內(nèi)外大多數(shù)師范學(xué)校所用。各師范院校對教育碩士的培養(yǎng)為教師隊(duì)伍的壯大起到了添磚蓋瓦的作用。本研究旨在針對高等院校的教育碩士,探討微格教學(xué)對教學(xué)技能的影響。本研究以華中師范大學(xué)2015級教育碩士為研究對象,根據(jù)張建瓊在《微格教學(xué)實(shí)訓(xùn)教程》一書中提出的教學(xué)技能的九種分類方法,通過問卷調(diào)查、訪談、微格教學(xué)視頻分析的方式進(jìn)行研究。這九項(xiàng)教學(xué)技能包括:說課技能、導(dǎo)課技能、講解技能、提問技能、結(jié)課技能、強(qiáng)化技能、變化技能、演示技能、板書技能。本文先用問卷調(diào)查的方式從整體上調(diào)查微格教學(xué)對教育碩士教學(xué)技能的影響體現(xiàn)在哪些方面,再通過訪談和視頻分析的形式進(jìn)一步探索原因。本研究發(fā)現(xiàn)微格教學(xué)對教育碩士導(dǎo)課技能、演示技能和結(jié)課技能的影響較大,但對板書技能、提問技能的影響較小。以上研究為師范院校教育碩士提高課堂教學(xué)水平以及提高教育碩士培養(yǎng)質(zhì)量上提供了參考。教育碩士進(jìn)行微格教學(xué)前應(yīng)進(jìn)行相應(yīng)的微格教學(xué)的理論培訓(xùn),對教學(xué)技能的各個(gè)方面都應(yīng)當(dāng)有所培養(yǎng),同時(shí)應(yīng)相應(yīng)縮減班級規(guī)模,如分成幾個(gè)小班教學(xué),保障教育碩士都能有微格教學(xué)的經(jīng)歷。微格教學(xué)作為一種教學(xué)法不能作為提高職前教師教學(xué)技能的唯一方法而應(yīng)該和其他的實(shí)地經(jīng)驗(yàn)比如實(shí)習(xí)相結(jié)合。采用微格教學(xué)法的任課教師之間也應(yīng)該相互協(xié)調(diào)溝通,促使更全面的教學(xué)技能被訓(xùn)練。
[Abstract]:With the promotion of quality-oriented education and the promotion of new curriculum reform, the society demands more and more teachers. The teacher is not only a guide, but also a promoter combining teaching theory with practice. As an example of teaching, teachers should not only master their own professional knowledge, but also be good at teaching. The change of teaching mode from teacher-centered to student-centered is undoubtedly a higher requirement for teachers' teaching skills. Micro-teaching, as a training method to help normal students improve their teaching skills, has been used by most normal schools at home and abroad. The cultivation of Masters of Education in normal colleges and universities plays an important role in the development of teachers. The purpose of this study is to explore the influence of micro-teaching on teaching skills for Masters of Education in institutions of higher learning. According to the nine classification methods of teaching skills put forward by Zhang Jianqiong in the course of microteaching practice, this research takes the Master of Education of Grade 2015 of Central China normal University as the object of study, through questionnaire investigation and interview, according to the nine classification methods of teaching skills put forward by Zhang Jianqiong in the course of microteaching practice. The method of video analysis in microteaching is studied. These nine teaching skills include: speaking skills, teaching skills, explaining skills, questioning skills, class completion skills, intensive skills, change skills, presentation skills, writing skills. In this paper, the influence of microteaching on the teaching skills of Masters of Education is investigated by questionnaire, and then the reasons are further explored through interviews and video analysis. It is found that microteaching has a great influence on the teaching skills, demonstration skills and class completion skills of Masters of Education, but has little effect on the writing skills and questioning skills. The above research provides a reference for the Masters of Education in normal universities to improve the level of classroom teaching and improve the quality of Masters of Education. Masters of Education should carry out corresponding theoretical training of microteaching before carrying out microteaching, cultivate all aspects of teaching skills, and reduce the size of classes accordingly, such as teaching in several small classes. Masters of Education are guaranteed to have micro-teaching experience. Microteaching, as a teaching method, cannot be used as the only way to improve pre-service teachers' teaching skills, but should be combined with other field experiences such as internships. Teachers using microteaching method should also communicate with each other in order to train more comprehensive teaching skills.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 江露;;論微格教學(xué)在師范生課堂教學(xué)技能培訓(xùn)中的作用[J];興義民族師范學(xué)院學(xué)報(bào);2010年05期

2 劉小紅;;案例教學(xué)在師范生課堂教學(xué)基本技能培養(yǎng)中的應(yīng)用[J];考試周刊;2010年41期

3 劉麗平;;運(yùn)用微格教學(xué)提高師范生課堂教學(xué)技能[J];成都大學(xué)學(xué)報(bào)(教育科學(xué)版);2008年08期

4 陳江波,王金巖;課堂教學(xué)技能及其獲得的心理?xiàng)l件和過程[J];當(dāng)代教育論壇;2005年20期

5 陳紅;微格教學(xué)與英語課堂教學(xué)技能訓(xùn)練[J];淮南師范學(xué)院學(xué)報(bào);2004年04期

6 申繼亮,王凱榮;論教師的教學(xué)能力[J];北京師范大學(xué)學(xué)報(bào)(人文社會科學(xué)版);2000年01期

相關(guān)碩士學(xué)位論文 前1條

1 郁美;高校青年教師課堂教學(xué)技能狀況及對策研究[D];蘇州大學(xué);2007年

，

本文編號：2448879