静安区教师个别化教学调查研究——以小学五年级教师为例  

The Research of the Teachers' Differentiated Instruction in Jing'an District——Take the Teachers of the 5th Graders in the Elementary Schools as a Case Study

作　　者：陈吉[1] 黄根初[1] 

机构地区：[1]上海市静安区教育学院,上海200040

出　　处：《教育参考》2015年第3期56-61,共6页Education Approach

基　　金：全国教育科学"十二五"规划;教育部"十二五"规划重点课题"走向个性化:发达城区教育内涵提升的实证研究"(DHA120231);上海市教育科学重点课题"走向个性化:发达城区教育均衡发展的新探索"(A1217)的系列成果;全国教育科学规划教育部重点课题"提升区域教师个性化教育素质的实践创新研究"(DHA140321)的系列成果

摘　　要：本研究采用改编后的《教师区分性教学行为观察量表(学生版)》对静安区小学五年级教师的个别化教学行为进行调查。统计分析表明,该量表具有很高的信度与结构效度。本研究呈现了调查的总体情况以及得分最高和最低的几个维度的结果,并且对评价结果的运用进行阐述。This research of teachers＇ differentiated instruction is based on the adapted Teachers＇ Differentiated Instructional Be- haviors Observation Scale （Students＇ Version）, who are teaching the 5th graders in elementary schools in Jing＇ an district, Shanghai. The statistics indicate that the scale is of high reliability and construction validity. In this paper, the average and standard deviation of the ten dimensions of the scale are presented, along with the items frequency of the three most highly scored dimensions, as well as one of the three lowest dimensions. Also, the applications of the research results are described.

关 键 词：个别化教学 区分性教学 

分 类 号：G622.4[文化科学—教育学]