教学能力分阶段集中培养的实践教学模式以小学教育专业为例.docVIP

教学能力分阶段集中培养的实践教学模 式一一以小学教育专业为例 钟锌 德州学院教育科学学院 摘要： 基于广义的知识观、程序性知识学习理论、观察学习理论、教学过程系统观、“教 学做合一”教学观与技能练习的相关研究成果，提出了小学教育专业教学能力 分阶段集中培养的实践教学模式。它的操作程序概括为“三大阶段”（观摩教 学、模拟教学与参与教学）、“五个环节”（观摩教学、教学设计训练、教学实 施训练、教学评价训练与参与教学）。基于《中小学和幼儿园教师资格考试标准 （试行）》与小学教育专业教学能力培养的实际，提出了它的教学总目标一一能 在小学教学实践中正确运用教学设计、教学实施与教学评价的基本原理和方法， 顺利开展教学工作。它的运行需要一定的支持系统与评价体系。它回答了怎样的 实践教学更有利于师范生教学能力的发展。 关键词： 小学教育专业;教学能力;分阶段培养;集中培养;教学模式; 作者简介：钟锌（1966-）,男，山东临邑人，副教授，硕士，主要从事高等教 育、教师教育研究。 收稿日期:2016-12-20 基金：山东省本科高校教学改革研究项目（2015M034） The Practical Teaching Model of Developing Different Specific Teaching Abilities in Different Stages:A Case Study of Primary Education Major ZHONG Hua School of Education and Science, Dezhou University; Abstract： Based on the concept of knowledge in a broad sense, procedural knowledge 1 earning theory, observational 1 earning theory, systematic view about teaching process, the tcaching view of combining teaching, learning and doing effectively, and the corresponding teaching findings about practice of skill, the paper proposed the practical teaching model of developing different specific teaching abilities of the primary education major in different stages, which specifically includes three periods (observe, simulate and engage teaching) , and five steps (teaching observation， teaching design training, teaching implementation training, teaching evaluation training, teaching engagement. Based on the teacher qualification exam criteria of primary school and middle school teachers and the present situation of the teaching abi1ity of primary education major, the paper proposed the comprehensive aim, that is, in the primary teaching practice, applying the basic principles and approaches properly about teaching design, teaching practice and evaluation and carrying out teaching activities smoothly. The implementation of the practical teaching model needs another two essential factors:supportive and evaluative systcm. In a word, the practical tcaching model is in response to which kind of practical t