摘要
作为教师自我研修的教学微技能研究,旨在通过教师个人教学反思、理论学习、同伴互助、专家指导以及课堂教学实践等方式,解决教师在课堂教育教学实践中的困惑,提升教师的教学技能水平,从而推动教师自身的专业成长。教学微技能研究不一定是原创的,不以增加新教育知识为目标,而坚持以提升教师教学智慧为指向。它的研究主阵地在日常的课堂,以行动研究为主要研究方法,拟通过课堂教学检验研究成果,以研究成果推动教师教育教学行为的改变,进而提升课堂教学效果。
Micro-teaching skills research is an important part of teachers’self study.It is aimed at solving perplexity in teaching practice,enhancing teachers’teaching skill level,and promoting teachers’professional development through reflection on teaching,theoretical study,peer coaching,evaluation and advice of experts and teaching practice.Micro-teaching skills research is not necessarily original,or aimed at adding new education knowledge,but guided by enhancing teaching wisdom for teachers.Micro-teaching skills research takes action research as the main research method and is often carried out in the daily classes.The research achievements are got through teaching,which,in turn,are used to change the teachers’teaching behavior so as to improve teaching effects.
作者
邓睿
DENG Rui(National Training Center for Secondary School Principals,Ministry of Education,East China Normal University,Shanghai,200062)
出处
《现代基础教育研究》
CSSCI
2018年第4期192-196,共5页
Research on Modern Basic Education
基金
教育部2014年度全国教育科学“十二五”规划教育部青年课题“我国中学教师职业成就感模型、常模及其应用研究”(课题批准号:EFA140357)的研究成果
关键词
教学微技能
意义
内涵
途径
micro-teaching skills
significance
connotation
approach
