研究教师有效的教学能力:为何与如何  

Studying Teachers’Effective Teaching Ability:Why and How

作　　者：卢正芝[1] 洪松舟[1] 

机构地区：[1]杭州师范大学教育科学学院,浙江杭州310036

出　　处：《教育理论与实践》2009年第1期43-46,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划2008年度教育部重点课题"教师有效课堂提问研究"(课题编号:DHA080096)的阶段成果之一。

摘　　要：目前教师行为研究存在着过度简化的趋势,对教师行为的认识和研究内容也存在着一定的偏颇。以教师外显行为为载体、以扎根研究为主要方法,研究兼有内隐和外显属性的教师有效的教学能力,既可防范行为研究产生偏颇,又将弥补教师能力研究中存在的缺憾。教师有效的教学能力研究将成为课程改革和教师研究的一个重要实践源泉。There is a tendency of oversimplification in the teacher behaviour research. Besides, there still exists the deviation in the recognition of teacher behaviour and its researching content. If we do the researches into teachers＇ effective teaching ability bearing the implicit and explicit attributes, with teachers＇ explicit behavior as the carrier and the grounded theory as the main method, the deviation in the behavior research will be prevented and the defects in the research will also be remedied. Research in teachers＇ effective teaching ability will become an important practical resource of curriculum reform and teacher research.

关 键 词：教师行为 教师能力 有效 教学能力 

分 类 号：G451.2[文化科学—教育学]