中小学教师教学效能的现状及提升策略  

Present Situation of Teaching Effectiveness and Promotion Strategy of Primary and Secondary School Teachers

作　　者：罗生全[1] 孟宪云[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2015年第5期12-20,共9页Curriculum，Teaching Material and Method

基　　金：国家社科基金"十二五规划"2012年度教育学一般课题"新课程背景下的学业负担问题研究"(BHA120046)

摘　　要：通过对我国不同地区的90所中小学教师的教学效能进行调查研究发现,当前中小学教师由于受到性别、任教阶段、教龄、学历和区位等因素的制约和影响,其教学效能在教学认知、教学情绪、教学期望、教学能力、教学策略、教学业绩和教学环境等七个维度表现出不同的特点和差异。鉴于此,提升我国中小学教师教学效能应与时俱进更新教育理念,深度优化重塑教学素养和共生发展构建学习共同体,进而助力学业负担问题的解决。By studying on the teaching effectiveness of teachers from 90 primary and secondary schools in China, it is found that the teachers＇ teaching effectiveness has shown different characteristics and differences on the seven dimensions of teaching cognition, teaching emotion, teaching expectation, teaching ability, teaching strategy, teaching performance, and teaching environment, which is due to the impact of the factors of gender, seniority, qualifications and locations. Given this, to improve teachers＇ teaching effectiveness in primary and secondary schools, we should advance with the times to renew education concept, make in-depth optimization to restore teaching quality and construct learning community and then help to solve the problem of academic burden.

关 键 词：中小学教师 教学效能 现状 提升策略 学业负担 

分 类 号：G42[文化科学—课程与教学论]