教师循证教学能力及培养研究  

Research on Evidence-based Teaching Competence of Teachers and the Cultivation Tactics

作　　者：茹秀芳[1] 

机构地区：[1]华南师范大学物理与电信工程学院,广东广州510006

出　　处：《教育理论与实践》2016年第3期58-61,共4页Theory and Practice of Education

基　　金：全国教育科学"十一五"规划2010年度教育部青年专项课题<社会网络化进程中的大学本科教学质量保障研究>(课题编号:EIA100408)的阶段性研究成果

摘　　要：依赖经验进行教学往往具有主观性。循证教学作为有效教学的新范式,谋求教师的专业智慧与最佳教学研究证据之间的融合,可提升教学的科学化水平。循证教学能力是教师实现理性教学、提高教学质量的基础。教师的循证教学能力包括进行科学研究、持续反思并提出问题、获取证据、评价证据、将所获最佳证据运用到教学中、评价循证干预教学成效等能力。培养教师的循证能力,需要指导教师形成循证教学意识,创造支持教师循证教学的氛围,增强基于"实践取向"的教育研究类课程的设置,提高教师的信息素养,注重对师范生进行系统的循证实践培训。Teaching relying on the experience is often subjective. As a new paradigm of effective teaching,evidence-based teaching seek integration between teachers＇ professional wisdom and the best research evidence of teaching, and enhance the scientific level of teaching.Evidence-based teaching competence is the base for teachers to achieve rational teaching and improve teaching quality. Evidence-based teaching competences include the ablity of scientific research,continuous reflection and questioning,obtaining evidence, appraising the evidence,appling the best evidence, and evaluating the result of evidence-based interventions. The cultivation of evidence-based teaching competence need to guide teachers to form evidence-based teaching consciousness,to create supporting atmosphere of evidence-based teaching, to reinforce educational research courses on practical orientation,to improve teachers＇ information literacy,and to systematically train teacher candidates＇ evidence-based practice.

关 键 词：教师 循证教学 循证教学能力 经验教学 

分 类 号：G420[文化科学—课程与教学论]