职前教师教学人格的形成  

The Formation of Pre-service Teachers' Teaching Personality

作　　者：任洁[1] 薛红霞 

机构地区：[1]太原大学教育学院数学系,山西太原030001 [2]山西省教育科学研究院,山西太原03000

出　　处：《教育理论与实践》2014年第7期48-51,共4页Theory and Practice of Education

基　　金：山西省教育科学"十二五"规划课题<职前数学教师核心教学知识发展研究>(课题编号:GH-11194)的阶段性研究成果

摘　　要：职前教师的教学实践能力正逐渐受到社会各界的重视,职前教师的教学人格控制着其教学实践能力的形成、发展及运用。教师的教学人格由教学天赋、教学表现、教学理想构成。培养职前教师教学实践能力的前提是探明其教学天赋、教学表现、教学理想及其相互关系。影响职前教师教学人格形成的因素是教学监控、教学实践、模拟教学。培养职前教师的教学人格,高师院校应加强模拟教学时学习表现真实性的创设,加强培养职前教师的教学监控能力,开设教学艺术课程;教育管理部门与学校应不断改变在职中小学教师不良的教学行为。Pre-service teachers＇ teaching ability is gradually attracting the attention of the society. But their teaching personality controlS the formation, development and application of the teaching ability. Teaching personality consists of teaching talents, teaching performance and teaching ideal. Therefore, researching teaching talents, teaching performance, teaching ideal and their mutual relations is the premise of cultivating pre-service teachers＇ teaching ability. The factors af- fecting the formation of pre-service teachers＇ teaching personality include teaching monitoring, teaching practice and sim- ulated teaching. To cultivate the pre-service teachers＇ teaching personality, normal universities should create a seeming- ly-like learning performance in the simulated teaching, strengthen the training of teaching monitoring ability, and offer courses of teaching art. Educational management department and school should change teachers＇ bad teaching behavior.

关 键 词：职前教师 教学人格 教学天赋 教学表现 教学理想 

分 类 号：G451.6[文化科学—教育学]