指向“教—学—评”一致性的教师教学行为改进研究  

Study on Improving Teachers′ Teaching Behaviors Towards"Teaching-Learning-Assessment" Alignment

作　　者：段志贵 曹雨花 张俊松 张秋律 DUAN Zhigui;CAO Yuhua;ZHANG Junsong;ZHANG Qiulü(School of Mathematics and Statistics,Yancheng Normal University,Yancheng Jiangsu 224002,China;School of Teacher Education,Nanjing Normal University,Nanjing Jiangsu 200023,China;Yancheng Mingda Junior High School,Yancheng Jiangsu 224004,China;Personnel Department,China National Academy of Educational Sciences,Beijing 100088,China)

机构地区：[1]盐城师范学院数学与统计学院,江苏盐城224002 [2]南京师范大学教师教育学院,江苏南京200023 [3]盐城市明达初级中学,江苏盐城224004 [4]中国教育科学研究院人事处,北京100088

出　　处：《北京教育学院学报》2024年第4期67-74,共8页Journal of Beijing Institute of Education

基　　金：江苏省教育科学“十四五”规划重点课题“‘强师计划’背景下江苏乡村教师可持续发展机制的创新研究”(B/2022/01/47);浙江省高等教育学会一般课题“OBE视域下职前数学教师教育课程体系重构研究”(KT2024345);江苏高校哲学社会科学重大项目“核心素养视域下中小学生跨学科能力培养的实践研究”(2024SJZD087)。

摘　　要：以“教—学—评”一致性为引领,以江苏省Y市某初中数学学科Z老师作为研究对象,针对性地开展了为期六周的教学行为改进的行动研究。经历明确目标、观摩听课、研讨交流、回到课堂以及总结经验等五个环节,通过拟定实践方案、收集翔实数据、分析存在问题、修正行为偏差以及升华研究成果,并从提问、言语、反馈、等待四个方面对被研究对象在教学行为上的改进效果进行分析。研究发现:发展正确的教学认知是教师教学行为改进的前提,注重教学目标引领是教师教学行为改进的保证,实施多元化教学评价是教师教学行为改进的关键。Guided by"teaching-learning-assessment"alignment,the study conducted a six-week-long action research on improving teaching behaviors,with a mathematics teacher Z of junior high school in City Y of Jiangsu Province as its study object.The study went through five steps which include goal setting,observation and class listening,research discussion and communication,back to class and summing up experience.Based on the five steps,the study draws up practical plans,collects detailed and accurate data,analyzes existing problems,corrects teaching bias and sublimates research results.Then it analyzes teacher Z′s improvement effects on teaching behaviors from four aspects:questioning,speech,feedback and waiting.The findings are as follows:the development of right teaching cognition is the premise of improvement on teaching behaviors,the emphasis on goal guidance is the guarantee for improvement on teaching behaviors,and diversified teaching evaluation is the key to the improvement of teaching behaviors.

关 键 词：“教—学—评”一致性 教学行为 初中数学教师 行动研究 

分 类 号：G420[文化科学—课程与教学论]