基于自我发展与循环改进模式的微格教学实验设计  

Experimental Design of Microteaching Based on Self-development and Circular Improvement Model

作　　者：查晓瑜[1] 张立 ZHA Xiaoyu;ZHANG Li(Comprehensive Teaching Ability Training Center,Sichuan Normal University,Chengdu 610066,China)

机构地区：[1]四川师范大学师范生教学能力综合训练中心,成都610066

出　　处：《实验科学与技术》2022年第2期98-104,共7页Experiment Science and Technology

基　　金：四川省教师教育研究中心资助科研项目(TER2020-045)。

摘　　要：微格教学在师范生课堂教学技能培养上起着关键作用。现有微格教学模式存在两方面的不足:一是受训者训练前缺乏自我能力认知和针对性指导,导致课堂教学技能得不到充分和平衡的发展;二是未能实现目标修订、技能提升与目标再修订、技能再改进的良性循环。针对这些不足,提出了基于自我发展与循环改进(SD-CI)模式的微格教学实验设计,实施螺旋上升式训练实施策略,提高训练针对性和有效性。通过实验证明,按SD-CI模式实施微格教学,受训者各项课堂教学技能发展充分、平衡,训练效果提升明显。Microteaching plays a key role in the training of classroom teaching skills for normal university students.There are two deficiencies of existing microteaching mode.Firstly,the lack of self-ability cognition before receiving training and the lack of targeted guidance leading to the insufficient and unbalanced development of classroom teaching skills for trainees with different skill levels.Secondly,the training process failed to achieve a virtuous circle of revising target,upgrading skills,revising again and upgrading again.In view of these shortcomings,the experimental designing of microteaching based on self-development and cycle improvement(SD-CI)model was proposed,and the spiral training implementation strategy was implemented to improve the training pertinence and effectiveness.Through experiments,it is proved that the trainees’various classroom teaching skills are fully and balanced developed when microteaching is carried out on the basis of SD-CI mode,and the training effect is significantly improved.

关 键 词：微格教学 自我发展 循环改进 实验设计 

分 类 号：G420[文化科学—课程与教学论]