中小学初入职教师教学元认知水平提升策略——基于与经验型教师的比较分析  

Strategies for Improving the Metacognitive Level of Novice Teachers of Elementary and Secondary School——Based on Comparative Analysis with Experiential Teachers

作　　者：陈庆礼[1] 杨庆元 CHEN Qingli;YANG Qingyuan(Shaoguan University,Shaoguan 512005, China;Shaoguan City Zhenjiang District Huaping Experimental School,Shaoguan 512000,China)

机构地区：[1]韶关学院教师教育学院,广东韶关512005 [2]韶关市浈江区花坪实验学校,广东韶关512000

出　　处：《河南科技学院学报（社会科学版）》2022年第2期37-43,共7页Journal of Henan Institute of Science and Technology

基　　金：广东高校重点平台和科研项目(青年创新人才类项目)“学校支持对教师专业发展能动性的影响研究——基本心理需要的中介作用”(2019WQNCX112),主持人,陈庆礼;广东省中小学教师培训中心科研课题“基于自传叙事的中小学名教师培训路径”(GDSP-2020-Y005),主持人,陈庆礼;韶关学院UGS师范生协同培养教学改革项目“县域小学教师能动性现状与激发策略研究”(SYUGS201903),主持人,陈庆礼。

摘　　要：中小学教师教学元认知是影响学生元认知能力和教师自身专业发展的重要因素。运用教师教学元认知问卷对初入职教师与经验型教师比较研究发现,初入职教师与经验型教师在元认知体验(TME)、教学法元认知知识(MKP)、元认知规划(TMP)和元认知监控(TMM)四个方面的差异并不显著,在元认知反思(TMR)方面差异显著,在自我元认知知识(MKS)方面差异非常显著。因此,应强化教师职前培养中元认知反思能力的养成;加强对初入职教师元认知反思能力的持续、深入跟踪指导;提升学校管理的人本化;唤醒初入职教师的自我意识和能动性。Primary and secondary school teachers'teaching metacognition is an important factor that affects students'metacognitive ability and teachers'professional development.Using the questionnaire on teachers'teaching metacognition to compare novice teachers and experiential teachers,it is found that there are no significant differences between novice teachers and experiential teachers in metacognitive experience(TME),pedagogical metacognitive knowledge(MKP),metacognitive planning(TMP)and metacognitive monitoring(TMM).There were significant differences in metacognitive reflection(TMR)and self-metacognitive knowledge(MKS).Therefore,the cultivation of metacognitive reflection ability should be strengthened in the pre-service training of teachers.The continuous and in-depth tracking and guidance of metacognitive reflection ability of novice teachers should be strengthened.To improve the humanization of school management should be improved to arouse the self-awareness and initiative of the novice teachers.

关 键 词：初入职教师 教学元认知 元认知反思 自我元认知 

分 类 号：G635.1[文化科学—教育学]