基于学生评价视角的课堂教学有效性城乡对比研究  

A Comparison Study on the Version of Students' Evaluation on Teaching Effectiveness in Classroom between Urban Area and Rural Area

作　　者：邹天鸿[1] 陈旭远[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《教育理论与实践》2013年第2期57-60,共4页Theory and Practice of Education

基　　金：2011年度吉林省社会科学基金项目<吉林省初中教育的困境及解决路径>(项目编号:2011B068);2012年吉林省教育科学"十二五"规划重点课题<教育生态学视角下高等教育可持续发展研究>(课题编号:ZC12014)的研究成果之一

摘　　要：通过使用根据SEEQ改编的"学生评价教学有效性量表",以长春市部分城乡小学为研究对象,对小学课堂教学有效性进行城乡对比研究,结果显示:农村小学与城市小学的课堂教学有效性在学习价值感、教学组织和教学广度三个维度上存在显著差异,在教学热情、群体互动、师生关系、评价与帮助四个维度上差异不显著。因此,农村小学应重新审视自我,重视自身发展优势,提高教师培训的针对性和适用性,促进课堂教学有效性的提升;城市小学也要重视自我反思,确立有利于学生发展的价值取向,不断提高课堂教学的有效性。This paper focuses on the differences of teaching effectiveness in classroom in the primary schools between urban area and rural area. To making the conclusion, we used The Questionnaire for Students＇ Evaluation on Teaching Effectiveness, adapted by the SEEQ, in a part of urban and rural primary schools in Changchun. The conclusion shows that in these two kinds of area, there is obvious difference on valuable view for learning, teaching organization, and teaching widening, but it makes little difference on instructor enthusiasm, groups＇ interaction, relationship between teacher and student, assignments and help. Therefore, primary schools in rural area need to examine themselves closely and explore their potential advantages so that it could make the training on teachers＇ professional development more suitable and fo- cused, as well as the teaching effectiveness in classroom more promoted. For urban primary schools, in order to improve the teaching effectiveness in classroom, they need reflect on teaching by themselves and establish values which are benefit stu- dents＇ development.

关 键 词：小学课堂教学 学生评价 有效性 城乡对比 

分 类 号：G420[文化科学—课程与教学论]