教师行动研究汇报1112.pptxVIP

教师行动研究;CONTENTS;;行动研究;;;Kurt Lewin（1946）认为行动研究要进行不断的调整，再认识和再提高，是一个不断循环的过程。 早期行动研究的基本特征：强调教师亲自参与研究，重视科学的方法，关注对实践的改进，注重合作。;实践的行动研究阶段;批判的行动研究阶段;Kemmis;;;;;开放型的研究过程;;;Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation 从学生评价角度看教师效能与教师成长:基于校本教师评价的行动研究;发现问题;收集文献;第二篇： 1. Strategies for constructing improvement-oriented teacher evaluation——Use action research for school-based teacher evaluations；Focus on factors that affect effectiveness in the evaluation process 2. Issues concerning student ratings of teacher effectiveness——Choice of methods for evaluating teacher effectiveness；Reliability and validity of student ratings of teacher effectiveness；Evaluation indicators of teacher effectiveness;提出研究问题 ;制定方案;cycle 1---unit 1 1.teacher educator journal: (1) students’ apathy, (2) students’ insecurity and (3) meaningful practices. 2.teaching artefacts: matching, rearranging definitions, completing tables, gap-filling or answering questions. 3.group interview: (1) motivating content, (2) raising awareness, (3) motivating activities, (4) language improvement and (5) uncertainty about impact in professional development.;实施并调整方案;观察和收集数据;评价和反思;第二篇：;;行动研究具有推动教育变革的强大潜力，它能培养教师和学校管理者的职业态度，使他们采取行动进行改革，而不是因循守旧、甘于平庸。;;;; 行动研究不仅是一个深入认识周围世界的过程，而且是一个深入认识自我，并且不断给自己注入力量的过程。它让我们内心强大、行动有力，对未来充满信心和希望。 ——王蔷、张虹;THANKS