教师教学设计能力的内涵、构成与测评  

Connotation,Composition and Evaluation of Teachers' Instructional Design Ability

作　　者：管民 黄友初 GUAN Min;HUANG You-chu(College of Education,Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《黑龙江教师发展学院学报》2021年第8期20-23,共4页Journal of Heilongjiang Institute of Teacher Development

摘　　要：教学设计能力是教师专业能力的综合体现,是教师专业知识、教学技能、个性品格与教育理念等各种心理品质的集合体,其内涵的诠释既要体现教师的教育实践,又要符合教师自身的内在认知。分析表明,教师教学设计能力具有专业性、系统性、实践性等基本特征,可分解为知识、技能和情感态度三个基本维度。知识是理论基础,具有技术和行为特征的技能是核心,而蕴含理念、价值的情感态度则是发展动力。教师教学设计能力的测评呈现出测评内容综合化和测评方法多元化的主要特征,需要多角度、多样化地测评,以增强测评的科学性。Instructional design ability is the comprehensive embodiment of teachers' professional ability,and it is the collection of various psychological qualities such as teachers' professional knowledge,teaching skills,personality and educational philosophy.The interpretation of its connotation should not only reflect teachers' educational practice,but also conform to teachers' own internal cognition.The analysis shows that teachers' instructional design ability is professional,systematic and practical,which can be divided into three basic dimensions,that is knowledge,skills and emotional attitude.Knowledge is the theoretical basis,skills with technical and behavioral characteristics are the core,and emotional attitude containing ideas and values is the driving force for development.The evaluation of teachers' instructional design ability presents the main characteristics of comprehensive evaluation content and diversified evaluation methods,which needs multi-angle and diversified evaluation to improve the scientificity of evaluation.

关 键 词：教师教学设计能力 内涵 构成 测评 

分 类 号：G451[文化科学—教育学]