“专家协同强化反馈”教师教育模式实验研究  

An empirical study of the model of the teacher-aided intensified feedback

作　　者：史晓燕[1] 张世贤[1] 李亮[1] 

机构地区：[1]河北师范大学教育学院,河北石家庄050091

出　　处：《河北师范大学学报（教育科学版）》2007年第4期97-102,共6页Journal of Hebei Normal University(Educational Science)

基　　金：武安市教师队伍建设现状调查及问题对策研究"子课题;河北师范大学第六批教改课题"教师教育模式研究

摘　　要：以教学技能培训、教学反馈技术、现场指导技术等为干预手段的“专家协同强化反馈”教师教育模式,可以有效地提高教师的教学监控能力。实验验证了教师教学活动是由认识活动决定的,而学生经常性的反馈可以使教师对自己的教学行为获得准确和客观的认识;教师具有不断提高自我的内在需求,对于学生的反馈和专家的意见会有积极接纳的态度;教师教学能力的发展与其教龄不是线性函数关系,需要自我觉醒、专家的扶持和教育对象的认同;任教班级学生对教师教学行为的评价能较准确地反映教师的教学监控能力水平;以教学技能培训、教学反馈技术、现场指导技术等为干预手段可以改进教师的教学行为;“专家协同强化反馈”教师教育模式能帮助教师提高教学监控能力。Combined with the training, feedback model of the teacher- aided intensified feedback may ties that the teaching activity is decided by cognitive technology, and on- the- spot supervision, the teaching improve the monitoring of teaching. The experiment justiactivity on the part of the teacher. However the frequent feedback by students is helpful for the teachers to acquire a precise cognition. Teachers are equipped with internal demand for self- improvement, and positive attitudes towards the feedbacks by students. Their teaching ability and age are not in linear order, but all the factors and measures of this teaching model help with their teaching ability in self- monitoring.

关 键 词：教师教学监控能力 专家协同强化反馈 形成性教育实验 

分 类 号：G423.07[文化科学—课程与教学论]