中小学教师教学监控能力的发展机制及其演化:基于非线性动力学的分析  

The Teaching-regulated Ability Development Mechanism and Evolvement in Primary and Middle School Teachers:The Analysis of Nonlinear Dynamic

作　　者：王沛[1] 袁斌[1] 胡发稳[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《素质教育大参考》2014年第23期23-32,共10页

基　　金：国家自然科学基金"基于非线性动力学理论的中小学教师教育教学能力评估与培训机制研究"(7093081);教育部人文社会科学2009年度一般项目(09YJAXLX017);上海市2010年度教育科学规划研究市级项目"中小学教师课堂教学能力的理论建构与测评系统开发(B10027)";上海市2009年度教育科学规划研究重点项目"教师教育教学能力测评与培训模式的实证研究(A0905)"的部分研究成果

摘　　要：基于非线性动力学原理和"新手—熟手—专家"研究范式,建构了以教学监控能力、教学效能感、教学动机、教师人格特征、教学风格5个子系统作为能力采集点的中小学教师教学监控能力发展的非线性动力学模型,旨在探讨中小学教师教学监控能力的发展机制及其演化。通过伊辛模型和福克普朗克模型描述了272名中小学教师教学监控能力系统的动态演化特点,考察了动力学参数所支配的不同系统发展状态的概率分布和动力学特征。结果:(1)非线性动力学模型中的伊辛模型和主方程、福克普朗克方程是探讨教学监控能力系统的演化与发展的一个有效的工具。(2)在新手教师发展成熟手教师的过程中,教学监控能力演化的动力学参数显示教学监控能力系统的要素间协同作用还未形成。对此可通过持续系统变化的临界点予以分类指导。在超过临界点前,新手教师适合进行普适性的教学监控能力培训;当超过临界点后,可根据具体的系统概率分布来找到教学监控能力发展的最佳作用点。(3)熟手教师向专家教师发展过程中教学监控能力演化的动力学参数显示系统的发展有多种可能性。Based on the principle of nonlinear dynamic and novice-skilled-expert teacher paradigm, the present study propo- ses the nonlinear dynamic developmental model of teaching-regulated ability in primary and middle school teachers, which mainly includes 5 subsystems as teaching-monitoring ability, teaching efficacy, teaching motivation, teachers＇ personality traits and teaching style, and as different raw data collection points about its＇ corresponding ability. In this article, we firstly constructed a simple mathematic model concerning teaching-regulated ability, and its dynamic pa- rameters or metrics. Then on the basis of nonlinear dynamic methodology, Ising Model and Fokker-Planck Model were used to analyze and describe the dynamic evolution characteristics of the teaching-regulated ability system for 272 primary or middle school teachers（87 novice teachers, 121 skilled teachers, 64 expert teachers）. The following results showed： （1） Ising Model, Maser equation and Fokker-Planck equation are the efficient tools in exploring the evolution and development of teaching-regula- ted ability system. （2） At the states of the novice teachers becoming the skilled teachers, the synergistic effect of the elements in teaching monitor system have never formed. （3） During the period of becoming the expert teachers, the whole system is at the bifurcation state, and there are several possibilities for its development. These results suggest that we can timely and accurately grasp the development and evolution of teaching-monitor ability in primary and middle school teachers, by applying nonlinear dy- namic method.

关 键 词：中小学教师 教学监控能力 非线性动力学 伊辛模型 福克-普朗克模型 

分 类 号：G632.4[文化科学—教育学]