本文選題：中小學教師 + 教學診斷能力　； 參考：《華中師范大學》2017年碩士論文

【摘要】：課堂教學診斷能力是指教師為了提高教學質(zhì)量,實現(xiàn)教學目標,在教學過程中不斷地對教學問題進行探索、評價、反饋、控制和矯正的能力。在教學活動中表現(xiàn)為教師的反思以及批判性思維的運用。構(gòu)建中小學教師課堂教學診斷能力評價指標體系,引導和支持中小學全面開展教學診斷與改進工作,切實發(fā)揮學校的教育質(zhì)量保證主體作用,是提高中小學課堂教學質(zhì)量的保證制度體系和運行機制。然而,當前我國中小學教師的教學診斷意識不強,教學診斷的實踐能力較弱,嚴重制約了中小學教師的專業(yè)化發(fā)展。因此,提高中小學教師的課堂教學診斷能力成為當前刻不容緩的任務(wù)。要提高教師的課堂教學診斷能力,首先需要明確教師診斷能力存在哪些問題,為了更有針對性的提高教師課堂教學診斷能力,首先需要對其進行測評。關(guān)于中小學教師課堂教學診斷能力評價指標體系的研究,我國學者主要是從診教師、診學生、診師生關(guān)系這三個維度進行劃分,每個維度下再從不同的角度進行細分,從而建構(gòu)的指標體系紛繁多樣,沒有形成一個統(tǒng)一、科學的評價標準。鑒于教學評價、教學診斷二者在教學過程上有高度的重合性,所以本研究在建構(gòu)教學診斷能力評價指標體系時,借鑒了教學評價的指標體系。因為相對于教學診斷而言,教學評價指標體系發(fā)展的較成熟和完善,對教學診斷能力評價指標體系的建構(gòu)具有重要的指導意義。本文利用文獻分析法,初步擬定評價指標體系,再采用德爾菲法,編制專家意見咨詢問卷,經(jīng)過多次專家意見咨詢和反饋結(jié)果,對初步構(gòu)建的評價指標進行篩選、合并與修改,從而確定評價指標體系,分別包括一級指標、二級指標、三級指標2項、9項、23項,以及30條評價標準。然后編制《中小學教師課堂教學診斷能力評價指標重要程度調(diào)查研究問卷》,運用專家意見平均法確定指標權(quán)重,從而形成完整的評價指標體系。最后根據(jù)確立的評價指標體系編制《中小學教師課堂教學診斷能力評價指標評分表》,對中小學教師課堂教學診斷能力進行實證研究。通過對研究結(jié)果進行數(shù)據(jù)分析發(fā)現(xiàn),問卷的信度為0.898,結(jié)構(gòu)效度KMO值為0.918,內(nèi)容效度和結(jié)構(gòu)效度均較高,表明該指標體系設(shè)置是科學、合理的。同時還進行了相關(guān)性分析,發(fā)現(xiàn)教齡、職稱與教學診斷能力有顯著性相關(guān)關(guān)系。教齡、職稱與教導活動診斷能力相關(guān)性顯著,與學生的學習活動診斷能力呈現(xiàn)的相關(guān)性不顯著。根據(jù)結(jié)論對中小學教師教學診斷能力提升提出以下建議:(1)提升教師課堂教學診斷能力的理論素養(yǎng);(2)教師的課堂教學診斷能力應(yīng)均衡發(fā)展;(3)課堂教學診斷能力評價指標體系需進一步完善。
[Abstract]:The ability of classroom teaching diagnosis refers to the ability of teachers to explore, evaluate, feedback, control and correct teaching problems in order to improve teaching quality and achieve teaching goals. In teaching activities, teachers reflect on the use of critical thinking. To construct the evaluation index system of teachers' diagnostic ability in classroom teaching, to guide and support the comprehensive teaching diagnosis and improvement in primary and secondary schools, and to give full play to the main role of ensuring the quality of education in primary and secondary schools. It is the guarantee system and operating mechanism to improve the quality of classroom teaching in primary and middle schools. However, the teaching diagnosis consciousness of primary and secondary school teachers is not strong, and the practical ability of teaching diagnosis is weak, which seriously restricts the professional development of primary and secondary school teachers. Therefore, it is an urgent task to improve the teaching diagnosis ability of primary and middle school teachers. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to make clear which problems exist in teachers' diagnostic ability. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to evaluate them. As to the evaluation index system of classroom teaching diagnostic ability of primary and middle school teachers, Chinese scholars divide it mainly from three dimensions: diagnosis teacher, diagnosis student, diagnosis teacher and student relationship, and then subdivide it from a different angle under each dimension. As a result, the index system is diverse and does not form a unified, scientific evaluation standard. In view of the teaching evaluation, the teaching diagnosis has a high degree of coincidence in the teaching process, so this study used the index system of teaching evaluation for reference when constructing the evaluation index system of teaching diagnostic ability. Compared with the teaching diagnosis, the development of the teaching evaluation index system is more mature and perfect, which has an important guiding significance for the construction of the teaching diagnostic ability evaluation index system. In this paper, the evaluation index system is preliminarily drawn up by the literature analysis method, and then the expert opinion consultation questionnaire is compiled by Delphi method. After many expert opinions consultation and feedback results, the preliminary constructed evaluation index is screened, merged and revised. Thus, the evaluation index system is determined, including the first grade index, the second grade index, the third grade index, the 2 items and 9 items, and the 30 evaluation criteria. Then, the questionnaire on the importance of the evaluation index of the diagnostic ability of primary and middle school teachers in classroom teaching is compiled, and the weight of the index is determined by using the average method of expert opinion, thus forming a complete evaluation index system. Finally, according to the established evaluation index system, an empirical study on the classroom teaching diagnostic ability of primary and secondary school teachers is carried out. The results of data analysis showed that the reliability of the questionnaire was 0.898, the KMO value of the structure validity was 0.918, the content validity and the structural validity were both high, which indicated that the setting of the index system was scientific and reasonable. At the same time, the correlation analysis was carried out. It was found that there was a significant correlation between teaching age, professional title and teaching diagnostic ability. The correlation between teaching age, professional title and diagnostic ability of teaching activities was significant, but not significant with the diagnostic ability of learning activities of students. According to the conclusion, this paper puts forward the following suggestions on the improvement of teaching diagnostic ability of primary and secondary school teachers: 1) theoretical literacy of improving teachers' diagnostic ability in classroom teaching. (2) A balanced development of teachers' diagnostic competence in classroom teaching should be carried out. 3) Evaluation of diagnostic competence in classroom teaching. The index system needs to be further improved.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.4

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本文編號：2032154