本文選題：中小學(xué)教師 + 教學(xué)診斷能力��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：課堂教學(xué)診斷能力是指教師為了提高教學(xué)質(zhì)量,實(shí)現(xiàn)教學(xué)目標(biāo),在教學(xué)過(guò)程中不斷地對(duì)教學(xué)問(wèn)題進(jìn)行探索、評(píng)價(jià)、反饋、控制和矯正的能力。在教學(xué)活動(dòng)中表現(xiàn)為教師的反思以及批判性思維的運(yùn)用。構(gòu)建中小學(xué)教師課堂教學(xué)診斷能力評(píng)價(jià)指標(biāo)體系,引導(dǎo)和支持中小學(xué)全面開展教學(xué)診斷與改進(jìn)工作,切實(shí)發(fā)揮學(xué)校的教育質(zhì)量保證主體作用,是提高中小學(xué)課堂教學(xué)質(zhì)量的保證制度體系和運(yùn)行機(jī)制。然而,當(dāng)前我國(guó)中小學(xué)教師的教學(xué)診斷意識(shí)不強(qiáng),教學(xué)診斷的實(shí)踐能力較弱,嚴(yán)重制約了中小學(xué)教師的專業(yè)化發(fā)展。因此,提高中小學(xué)教師的課堂教學(xué)診斷能力成為當(dāng)前刻不容緩的任務(wù)。要提高教師的課堂教學(xué)診斷能力,首先需要明確教師診斷能力存在哪些問(wèn)題,為了更有針對(duì)性的提高教師課堂教學(xué)診斷能力,首先需要對(duì)其進(jìn)行測(cè)評(píng)。關(guān)于中小學(xué)教師課堂教學(xué)診斷能力評(píng)價(jià)指標(biāo)體系的研究,我國(guó)學(xué)者主要是從診教師、診學(xué)生、診師生關(guān)系這三個(gè)維度進(jìn)行劃分,每個(gè)維度下再?gòu)牟煌慕嵌冗M(jìn)行細(xì)分,從而建構(gòu)的指標(biāo)體系紛繁多樣,沒(méi)有形成一個(gè)統(tǒng)一、科學(xué)的評(píng)價(jià)標(biāo)準(zhǔn)。鑒于教學(xué)評(píng)價(jià)、教學(xué)診斷二者在教學(xué)過(guò)程上有高度的重合性,所以本研究在建構(gòu)教學(xué)診斷能力評(píng)價(jià)指標(biāo)體系時(shí),借鑒了教學(xué)評(píng)價(jià)的指標(biāo)體系。因?yàn)橄鄬?duì)于教學(xué)診斷而言,教學(xué)評(píng)價(jià)指標(biāo)體系發(fā)展的較成熟和完善,對(duì)教學(xué)診斷能力評(píng)價(jià)指標(biāo)體系的建構(gòu)具有重要的指導(dǎo)意義。本文利用文獻(xiàn)分析法,初步擬定評(píng)價(jià)指標(biāo)體系,再采用德爾菲法,編制專家意見咨詢問(wèn)卷,經(jīng)過(guò)多次專家意見咨詢和反饋結(jié)果,對(duì)初步構(gòu)建的評(píng)價(jià)指標(biāo)進(jìn)行篩選、合并與修改,從而確定評(píng)價(jià)指標(biāo)體系,分別包括一級(jí)指標(biāo)、二級(jí)指標(biāo)、三級(jí)指標(biāo)2項(xiàng)、9項(xiàng)、23項(xiàng),以及30條評(píng)價(jià)標(biāo)準(zhǔn)。然后編制《中小學(xué)教師課堂教學(xué)診斷能力評(píng)價(jià)指標(biāo)重要程度調(diào)查研究問(wèn)卷》,運(yùn)用專家意見平均法確定指標(biāo)權(quán)重,從而形成完整的評(píng)價(jià)指標(biāo)體系。最后根據(jù)確立的評(píng)價(jià)指標(biāo)體系編制《中小學(xué)教師課堂教學(xué)診斷能力評(píng)價(jià)指標(biāo)評(píng)分表》,對(duì)中小學(xué)教師課堂教學(xué)診斷能力進(jìn)行實(shí)證研究。通過(guò)對(duì)研究結(jié)果進(jìn)行數(shù)據(jù)分析發(fā)現(xiàn),問(wèn)卷的信度為0.898,結(jié)構(gòu)效度KMO值為0.918,內(nèi)容效度和結(jié)構(gòu)效度均較高,表明該指標(biāo)體系設(shè)置是科學(xué)、合理的。同時(shí)還進(jìn)行了相關(guān)性分析,發(fā)現(xiàn)教齡、職稱與教學(xué)診斷能力有顯著性相關(guān)關(guān)系。教齡、職稱與教導(dǎo)活動(dòng)診斷能力相關(guān)性顯著,與學(xué)生的學(xué)習(xí)活動(dòng)診斷能力呈現(xiàn)的相關(guān)性不顯著。根據(jù)結(jié)論對(duì)中小學(xué)教師教學(xué)診斷能力提升提出以下建議:(1)提升教師課堂教學(xué)診斷能力的理論素養(yǎng);(2)教師的課堂教學(xué)診斷能力應(yīng)均衡發(fā)展;(3)課堂教學(xué)診斷能力評(píng)價(jià)指標(biāo)體系需進(jìn)一步完善。
[Abstract]:The ability of classroom teaching diagnosis refers to the ability of teachers to explore, evaluate, feedback, control and correct teaching problems in order to improve teaching quality and achieve teaching goals. In teaching activities, teachers reflect on the use of critical thinking. To construct the evaluation index system of teachers' diagnostic ability in classroom teaching, to guide and support the comprehensive teaching diagnosis and improvement in primary and secondary schools, and to give full play to the main role of ensuring the quality of education in primary and secondary schools. It is the guarantee system and operating mechanism to improve the quality of classroom teaching in primary and middle schools. However, the teaching diagnosis consciousness of primary and secondary school teachers is not strong, and the practical ability of teaching diagnosis is weak, which seriously restricts the professional development of primary and secondary school teachers. Therefore, it is an urgent task to improve the teaching diagnosis ability of primary and middle school teachers. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to make clear which problems exist in teachers' diagnostic ability. In order to improve teachers' diagnostic ability in classroom teaching, it is necessary to evaluate them. As to the evaluation index system of classroom teaching diagnostic ability of primary and middle school teachers, Chinese scholars divide it mainly from three dimensions: diagnosis teacher, diagnosis student, diagnosis teacher and student relationship, and then subdivide it from a different angle under each dimension. As a result, the index system is diverse and does not form a unified, scientific evaluation standard. In view of the teaching evaluation, the teaching diagnosis has a high degree of coincidence in the teaching process, so this study used the index system of teaching evaluation for reference when constructing the evaluation index system of teaching diagnostic ability. Compared with the teaching diagnosis, the development of the teaching evaluation index system is more mature and perfect, which has an important guiding significance for the construction of the teaching diagnostic ability evaluation index system. In this paper, the evaluation index system is preliminarily drawn up by the literature analysis method, and then the expert opinion consultation questionnaire is compiled by Delphi method. After many expert opinions consultation and feedback results, the preliminary constructed evaluation index is screened, merged and revised. Thus, the evaluation index system is determined, including the first grade index, the second grade index, the third grade index, the 2 items and 9 items, and the 30 evaluation criteria. Then, the questionnaire on the importance of the evaluation index of the diagnostic ability of primary and middle school teachers in classroom teaching is compiled, and the weight of the index is determined by using the average method of expert opinion, thus forming a complete evaluation index system. Finally, according to the established evaluation index system, an empirical study on the classroom teaching diagnostic ability of primary and secondary school teachers is carried out. The results of data analysis showed that the reliability of the questionnaire was 0.898, the KMO value of the structure validity was 0.918, the content validity and the structural validity were both high, which indicated that the setting of the index system was scientific and reasonable. At the same time, the correlation analysis was carried out. It was found that there was a significant correlation between teaching age, professional title and teaching diagnostic ability. The correlation between teaching age, professional title and diagnostic ability of teaching activities was significant, but not significant with the diagnostic ability of learning activities of students. According to the conclusion, this paper puts forward the following suggestions on the improvement of teaching diagnostic ability of primary and secondary school teachers: 1) theoretical literacy of improving teachers' diagnostic ability in classroom teaching. (2) A balanced development of teachers' diagnostic competence in classroom teaching should be carried out. 3) Evaluation of diagnostic competence in classroom teaching. The index system needs to be further improved.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.4

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