北京市中小学教师实施学习策略指导现状及改进对策  

The Status Quo and Improvement Measures of Beijing Primary and Secondary School Teachers’Guidance on Students’Learning Strategies

作　　者：曾盼盼[1] ZENG Pan-pan(Faculty of Educational Management and Psychology,Beijing Institute of Education,Beijing 100120,China)

机构地区：[1]北京教育学院教育管理与心理学院,北京100120

出　　处：《教师发展研究》2019年第4期88-94,共7页Teacher Development Research

基　　金：北京教育学院重大科研课题“中小学生发展指导体系的构建研究”(JYZD201504)。

摘　　要：采用问卷调查法调查北京市4个区385名中小学教师实施学习策略指导的现状,结果表明:总体上教师更注重外显的认知策略的指导,内隐的或自我调节型策略的指导相对缺乏;接受心理学培训能够提升教师对学生学习策略的指导能力;初中教师实施学习策略的指导能力程度显著高于小学教师。基于北京市中小学教师实施学习策略指导的现状及差异表现,建议加强中小学教师内隐的和自我调节型学习策略的指导,加强对中小学学科教师的心理学培训,促进中小学教师依据学段循序渐进地实施学习策略指导。A questionnaire survey is conducted to investigate the current status of 385 primary and secondary school teachers’guidance on students’learning strategies in 4 districts of Beijing.The results show that teachers generally pay more attention to the guidance of explicit cognitive strategies,while the guidance of implicit or self-regulating strategies is relatively lacking,that psychological training can improve teachers’ability to guide students’learning strategies,and that junior high school teachers’ability to guide students’learning strategies is significantly higher than that of primary school teachers.Based on the status quo and different performance of the implementation of learning strategy guidance by the primary and secondary school teachers in Beijing,primary and secondary school teachers should focus on the guidance of implicit and self-regulating learning strategies,subject teachers in primary and secondary schools should have the psychological training in a targeted way,and primary and secondary school teachers should implement the guidance of learning strategies step by step according to the school stage.

关 键 词：北京市 中小学教师 学习策略 教师指导学生能力 

分 类 号：G441[哲学宗教—心理学]