摘要
教师发展指导者指的是教研员、第一线的专家教师和大学等教育研究机构的课程教学研究人员的总体.2011年底,为研究教师发展指导者的工作,研究者以＂扇形的面积＂为教学内容,在上海市青浦区实验中学开展了延续一月的教学指导活动,活动是以顾泠沅教授提出的行动教育模式进行的.参加者包括教师发展指导者、青浦实验中学的数学教师和一些研究人员.顾泠沅教授指出,教师发展指导的软肋是教学设计的改进.因此,顾泠沅教授提出了一个新的教学设计方案,通过＂三个关注、两个反思＂来验证该设计的有效性,主要从教师3次执教情况、教学效果等方面进行了比较.结果说明,该设计方案是卓有成效的.教学实践及指导过程中,教师发展指导者和教师在注重教学行为改进的同时,更应该注重设计思路上的改进.
Staff developers are instruction and research staff, expert teachers, researchers on curriculum and teaching in university and research institute. By the end of 2011, in order to research work of staff developer, we selected the area of sector as teaching content, and carried out the activity of teaching and instruction in the Qingpu Research Middle School in Shanghai. The activity had Implemented with the Action Mode of Education which is put forward by Professor Gu Lingyuan. The activity had continued one month. The participants included staff developers, mathematics teachers in the school, and a group of researchers. Professor Gu indicated that one of the weakness of the indication to teachers is the improvement of the course design. So Professor Gu put forward a new course design, then validated its efficiency through the mode of three times attention and two times reflection＂. We have compared the threes times teaching, their efficiency etc. The result illustrated that the design was highly effective. In teaching practice and direction, staff developers and teachers should focus on not only the teaching action, but also the improvement of the idea of design.
出处
《数学教育学报》
北大核心
2013年第2期44-48,共5页
Journal of Mathematics Education
基金
2011年绍兴文理学院科研项目——义务教育阶段数学课堂教学的实证研究
关键词
教师发展指导者
行动教育
新设计
整体结构
教学效果
staff developer
the Action Mode of Education
new course design
overall structure
effectiveness of teaching
