以学校教育教学自我诊断促进教师自主发展  

School Education and Teaching Self-diagnosis——An Important Dynamic Mechanism for Promoting Teachers' Autonomous Development

作　　者：陈慧娟[1] 李凌艳[1] 田俊[2] CHEN Huijuan LI Lingyan TIAN JUN(Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, Chirrup Beijing National Day School,Beiiing 100039, China)

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875 [2]北京十一学校,北京100039

出　　处：《教育科学》2017年第2期41-46,共6页Education Science

基　　金：2012年度国家社会科学基金项目"基于学生发展的学校自我诊断研究"(12BGL099)的研究成果

摘　　要：学校教育教学自我诊断旨在真正帮助每一位教师发现自己、有效促进自我调整和自主发展。教育教学诊断从个别化教育、全人教育、课堂效果、学科素养、受学生喜爱程度、作业情况六个观测点展开。在诊断前准备、数据采集、数据分析与报告生成、诊断结果反馈与使用四个实施流程上具有不同的关键特点。通过对一位教师个人成长经验的分析,探索以诊断促进教师自主发展的路径:认识诊断、读懂数据,分析原因、反思自己,调整改变、提升效果。In the past three years,our research groupof＂Schoolself-diagnosis based on students＇ development＂hasbeendedicated to helping teachers acknowledge and adjust theirteachingprocess and stimulate their autonomous development through education and teaching self-diagnosis.The diagnosis involves sixindicatorsin accordance with the value-oriented,observable and incentive principles：individualizededucation,integrated development education,classroom performance,subject accomplishment,popularity degreeamong students,homework condition.In theconcrete implementationphase,theself-diagnosiswas carried out through four different procedures which include preparation,data collection,data analysis and report generation,result feedbackand utilization.Besides,this paper claims that the pathwayofpromoting teachers＇ autonomous development by education and teaching self-diagnosis can be described as three phases include comprehending diagnosis and understanding data,analyzing reasons and reflecting on themselves,adjusting behaviors and improving performance based on a teacher＇s personal experience.

关 键 词：教育教学自我诊断 教师自主发展 实施 指标 路径 

分 类 号：G451.1[文化科学—教育学]