指向学生差异的教师教学决策框架  

On the Differentiated Decision-making Frame of Teachers

作　　者：张朝珍[1] 杜金山[2] 

机构地区：[1]聊城大学教育科学学院,山东聊城252059 [2]山东兖州一中

出　　处：《基础教育》2010年第7期25-29,共5页Journal of Schooling Studies

基　　金：山东省教育厅“基于学生个性发展的高中自主选择教学模式研究与实践”成果

摘　　要：指向学生差异的教师教学决策框架是教师对差异教学问题的主观解释和思考结构，它的主要特征体现在框架的雏度、标尺和焦点三方面。教师差异性教学决策的框架也会有框架盲点、框架固化、框架错位的缺陷。建构促进学生差异发展的教学决策框架，要求教师以差异教学理念为主导，在个体反思和集体互促中自觉构建开放与更新的教学决策框架。The differentiated decision-making frame of teachers is the teachers＇ subjective interpretation and reflective structure on the differentiated instruction. Its principal features are embodied in the dimensions, scale and focus of framework. The differentiated decision-making frame of teachers may also have some defects, including blind spots, the ossification and dislocation of frame. In order to construct the rational teaching decision-making frame which could promote differentiated development of students , we need take the differentiated teaching as predominant idea, construct an open and renewed teaching decision-making frame consciously, through individual reflection and mutual aid among teachers

关 键 词：差异性教学决策 决策框架 差异教学 教师决策 

分 类 号：G420[文化科学—课程与教学论]