發(fā)布時(shí)間：2018-10-29 21:04

【摘要】：教學(xué)能力是評(píng)價(jià)教師的一個(gè)重要指標(biāo),教師教學(xué)能力評(píng)價(jià)是教育過程中必不可少的部分,占據(jù)著重要的地位。正確、客觀、公正評(píng)價(jià)教師教學(xué)能力能夠讓教師正確的認(rèn)識(shí)到自身的優(yōu)缺點(diǎn),有針對(duì)性的改進(jìn)并提升教師本身的教學(xué)能力,加強(qiáng)教師教學(xué)能力的訓(xùn)練和培養(yǎng),促進(jìn)年輕教師熟練的進(jìn)行教學(xué)活動(dòng),從而加強(qiáng)了整體師資力量,為培養(yǎng)健康、全面發(fā)展的人才提供了保障。當(dāng)前的教學(xué)能力評(píng)價(jià)方法大多采用同行評(píng)價(jià)、專家評(píng)價(jià)和學(xué)生評(píng)價(jià)三種評(píng)價(jià)方法,這些方法都是利用人工進(jìn)行評(píng)價(jià),往往耗費(fèi)較多的人力、物力資源、還具有主觀性強(qiáng)、可重復(fù)性差、反饋周期長等缺點(diǎn)。部分地區(qū)已經(jīng)使用計(jì)算機(jī)技術(shù)構(gòu)建了教學(xué)能力評(píng)價(jià)的信息化管理平臺(tái),雖然改變了人工回收、統(tǒng)計(jì)和分析調(diào)查問卷的傳統(tǒng)評(píng)價(jià)方式,簡化了繁瑣的數(shù)據(jù)采集和統(tǒng)計(jì)分析過程,但是仍然沒有解決主觀性強(qiáng),反饋周期長等問題。因此,本文在發(fā)展性教師教學(xué)評(píng)價(jià)理論、多元智能理論以及情緒維度理論的指導(dǎo)下,提出了基于情感的教師教學(xué)能力評(píng)價(jià)方法,其中包括基于情感的教學(xué)能力評(píng)價(jià)系統(tǒng)的建設(shè),以及基于情感的教師教學(xué)能力評(píng)價(jià)指標(biāo)體系的建立。首先,本文對(duì)傳統(tǒng)教學(xué)能力評(píng)價(jià)方法進(jìn)行了歸納總結(jié),指出了其不足之處,并指出了利用機(jī)器評(píng)價(jià)教師教學(xué)能力的優(yōu)點(diǎn)。其次,建設(shè)基于情感的教師教學(xué)能力評(píng)價(jià)系統(tǒng),該系統(tǒng)是通過攝像頭獲取教師和學(xué)生的圖片信息,利用情感計(jì)算技術(shù)識(shí)別情感,再通過計(jì)算機(jī)處理、識(shí)別分析情感信息,從而達(dá)到及時(shí)評(píng)價(jià)的效果。再次,在原有的情緒維度理論基礎(chǔ)上,建立教師三維情感空間模型和教師三維狀態(tài)空間模型,在該模型中提取能夠表現(xiàn)教師情感的表情特征,并進(jìn)行量化處理,從而能夠分析教師在不同狀態(tài)下的教學(xué)效果。最后,建立基于情感的教師教學(xué)能力評(píng)價(jià)指標(biāo)體系。將傳統(tǒng)教師教學(xué)能力評(píng)價(jià)指標(biāo)轉(zhuǎn)換為基于情感的教師教學(xué)能力評(píng)價(jià)指標(biāo),分別從教師情感和學(xué)生情感兩個(gè)角度出發(fā),以教師教學(xué)情感投入、學(xué)生學(xué)習(xí)情感反饋和課堂測(cè)驗(yàn)為一級(jí)指標(biāo),提出一套基于情感的教師教學(xué)能力評(píng)價(jià)指標(biāo),并將該指標(biāo)應(yīng)用于初中數(shù)學(xué)課堂、信息技術(shù)課堂和英語課堂當(dāng)中,來驗(yàn)證該指標(biāo)體系的可行性和準(zhǔn)確性。本文提出的基于情感的教師教學(xué)能力評(píng)價(jià)方法是對(duì)全面評(píng)價(jià)教師的新探索,隨著教學(xué)評(píng)價(jià)理論的不斷發(fā)展,注重教師情感的教師評(píng)價(jià)方法會(huì)得到更加廣泛的關(guān)注。
[Abstract]:Teaching ability is an important index to evaluate teachers. The evaluation of teachers' teaching ability is an essential part of the educational process and occupies an important position. Correct, objective and fair evaluation of teachers' teaching ability can make teachers realize their own advantages and disadvantages correctly, improve and enhance teachers' own teaching ability, and strengthen the training and cultivation of teachers' teaching ability. It promotes the young teachers to carry on the teaching activity skillfully, thus strengthens the overall teacher strength, has provided the safeguard for the cultivation healthy, the all-round development talented person. Most of the current evaluation methods of teaching ability are peer evaluation, expert evaluation and student evaluation. These methods are all manual evaluation, which often consume more human and material resources, and also have strong subjectivity. Poor repeatability, long feedback period and other shortcomings. Some regions have used computer technology to build an information management platform for teaching ability evaluation. Although the traditional evaluation methods of manual recovery, statistics and analysis of questionnaires have been changed, the tedious process of data collection and statistical analysis has been simplified. However, the problems of subjectivity and long feedback period have not been solved. Therefore, under the guidance of developmental teacher teaching evaluation theory, multiple intelligence theory and emotional dimension theory, this paper puts forward the evaluation method of teachers' teaching ability based on emotion, including the construction of the evaluation system of teaching ability based on emotion. And the establishment of teacher teaching ability evaluation index system based on emotion. First of all, this paper summarizes the traditional teaching ability evaluation methods, points out its shortcomings, and points out the advantages of using machines to evaluate teachers' teaching ability. Secondly, the evaluation system of teachers' teaching ability based on emotion is built. The system acquires the picture information of teachers and students through the camera, recognizes the emotion by using the emotion computing technology, and then through the computer processing, recognizes and analyzes the emotional information. In order to achieve the effect of timely evaluation. Thirdly, on the basis of the original theory of emotional dimension, the teacher three-dimensional emotional space model and the teacher three-dimensional state space model are established. In the model, the expression features that can express the teacher's emotion are extracted, and the quantitative processing is carried out. Thus it can analyze the teaching effect of teachers in different states. Finally, the evaluation index system of teachers' teaching ability based on emotion is established. The traditional evaluation index of teacher's teaching ability is transformed into the evaluation index of teacher's teaching ability based on emotion. From the two angles of teacher's emotion and student's emotion, the teacher's teaching emotion investment is taken into account. Students' learning emotion feedback and classroom test are the first class index, and a set of teachers' teaching ability evaluation index based on emotion is put forward, which is applied to mathematics classroom, information technology classroom and English classroom in junior middle school. To verify the feasibility and accuracy of the indicator system. The evaluation method of teachers' teaching ability based on emotion proposed in this paper is a new exploration for the comprehensive evaluation of teachers. With the continuous development of the theory of teaching evaluation, teachers' evaluation methods that focus on teachers' emotions will be paid more attention to.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.0

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