浅论高校数学教师在教学中的自我监控  

On Self-monitoring of Instruction for Mathematics Teachers At HEI

作　　者：李基诚[1] 

机构地区：[1]广东培正学院人文基础部

出　　处：《广东培正学院学报》2012年第4期59-62,66,共5页Journal of Guangdong Peizheng College

摘　　要：教学监控能力是教师为了保证教学的成功、达到预期的教学目标，而在教学的全过程中，将教学活动本身作为意识的对象，不断地对其进行积极、主动的计划、检查、评价、反馈、控制和调节的能力。教学监控过程由计划、准备、意识、方法、执行、反馈、补救、总结等构成。课堂教学的自我监控是教师在教学监控的基础上对教学活动进行组织和调节的过程。它是高等数学教师职业素质的重要组成部分，高等数学教师在教学中的自我监控在其整个教学活动中处在十分重要的地位。Monitoring of teaching is an ability for teachers to guarantee success of teaching, acmevemem of prospective objective, which renders teaching activity as the object of awareness so that teachers can constantly take initiative to plan, check, assess, give feedback, control and adjust teaching. The process of instruction moni- toring includes plan, preparation, awareness, approach, implementation, feedback, remedy and summary etc. Self-monitor of teaching evolves from instruction monitoring to conduct organization and adjustment, which is an important element of qualification for teachers of advanced mathematics and plays a significant role in the overall teaching process.

关 键 词：高等数学教师 教学 自我监控 

分 类 号：G640[文化科学—高等教育学]