新课改背景下教学不确定性及新教师应对建议  

Teaching Uncertainty and Corresponding Suggestions for Novice Teachers in the Context of New Curriculum Reform

作　　者：杨颖 Yang Ying(Fuzhou Pingdong Middle School of Fujian Province,Fuzhou,350001)

机构地区：[1]福州屏东中学,福建福州350001

出　　处：《长春教育学院学报》2025年第1期104-109,共6页Journal of Changchun Education Institute

摘　　要：新课改背景下的教学不确定性主要来自课堂知识的创生性与问题情境的真实性,以及评价体系的多元性。新教师作为落实新课改的主体,由于缺乏教学技能与教学经验的积累,在实际教学过程中存在过分控制教学互动、频繁使用封闭型问题及课堂评价缺乏针对性等不确定性规避行为。缺乏教学控制感是引起新教师规避教学不确定性的重要心理因素,基于补偿控制理论,从个人控制与外部控制两条路径出发,提出新教师驾驭教学不确定性能力提升的相关建议。Teaching uncertainty in the context of new curriculum reform mainly comes from the creativity of classroom knowledge,the authenticity of problem situations and the diversity of evaluation system.As the main body implementing the new curriculum reform,novice teachers have uncertain avoidance behaviors in the actual teaching process,such as excessive control over teaching interaction,the frequent usage of closed problems and the short of targeted classroom evaluations,due to their lack of the accumulation of teaching skills and experience.The Lack of teaching control is an important mental factor causing novice teachers to avoid teaching uncertainty.Based on the theory of compensating control,this paper proposes relevant suggestions to enhance novice teachers'ability to handle teaching uncertainty from two paths,i.e.,personal control and external control.

关 键 词：教学不确定性 新教师 不确定性规避 补偿控制理论 

分 类 号：G635.1[文化科学—教育学]