在职教师理论性知识对课堂教学实践的影响研究——基于TALIS 2018上海调查结果的实证分析  

Effects of Propositional Knowledge on In-service Teachers' Classroom Teaching Practice:An Empirical Analysis of TALIS 2018 Shanghai Data

作　　者：余泊然 曹一鸣[1] YU Boran;CAO Yiming(Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学数学科学学院,100875

出　　处：《教育科学研究》2023年第6期74-79,共6页Educational Science Research

摘　　要：理论性知识是教师专业素养的重要组成部分,也是指导教师教学实践及反思的基础。基于教师教学国际调查(TALIS 2018)数据库,以3976名上海初中在职教师为样本,分析了理论性知识对课堂教学实践的影响。整体上讲,理论性知识对教师课堂教学实践有积极影响,具体表现在:一般教学知识、课程知识、整合技术的学科教学法知识及跨学科技能教学知识领域的理论性知识对课堂教学多个维度均有正向影响;学科内容教学理论知识对教师课堂讲授的清晰性有正向影响。因此,应重视理论性知识对教师课堂教学实践的指导意义,提升理论培训质量以帮助教师实现从专业理论到教学实践的转化,推动新课程改革理念在课堂教学中的落地实施。Propositional knowledge is the foundation for implementing and reflecting on classroom teaching practice,and thus of great value to teacher professional development.This study examined the effects of propositional knowledge on teachers' classroom teaching practice using the TALIS 2018 shanghai teacher sample(N = 3976).Results suggested that Shanghai secondary teachers have received more systematic training and performed well in the clarity of classroom instruction.Propositional knowledge enables teachers to use more effective teaching strategies to secure students' learning.Propositional knowledge in several areas,e.g.,general pedagogical knowledge and cross-curricular teaching knowledge,has a significant positive effect on teachers' classroom teaching practice and its sub-dimensions.Propositional subject content knowledge has a significant positive effect on the extent of cognitive activation in classroom teaching.The direct effect of propositional pedagogical content knowledge on classroom teaching is limited.Therefore,theoretical training is vital for teachers' practicing theories in their classroom teaching and the implementation of the new ideas in the latest curriculum.

关 键 词：理论性教师知识 课堂教学实践 在职教师专业发展 

分 类 号：G65[文化科学—教育学]