作　　者： ; ; ;

机构地区： 深圳大学师范学院

出　　处： 《全球教育展望》 2012年第12期80-85,共6页

摘　　要： 教师教学清晰性是教师从事教学活动的最基本要求,是有效教学的一个重要变量。本文在文献分析和教师访谈基础上,对教师教学清晰性结构进行了探索和验证。研究结果表明:教师教学清晰性由内容清晰和表达清晰二个因素构成,研究模型得到验证;教师教学清晰性与学生学习成绩存在高相关;男女学生对教师教学清晰性评价不存在显著差异;学生对不同学科、不同年级教师教学清晰性评价有显著差异。问卷信度和效度良好,可广泛应用于课堂教学评价,以期对提高教学论的实践品性,促进教学论的微观化研究提供有价值的启发与借鉴。 Teaching clarity is an essential requirement and an important variable in effective teaching. Based on the review of current literature and interview of teachers, this research proposed a theoretical model to explore and verify the structure of teacher clarity. The results showed： （ 1 ） teacher clarity consists of two sub - dimensions which are content clarity and expression clarity. （2）teaching clarity is positively correlated with students achievement scores, there is no obvious difference between males and females, but are significant differences in subject and grade level, at last, the teaching clarity questionnaire has high reliability and fair validity, which can be applied in classroom teaching assessment. We hope to provide enlightenment and refer- ences for the development of teaching theory in practical and microscopic field.

关 键 词： 中小学 教师教学清晰性 问卷调查

领　　域： [文化科学] [文化科学] [文化科学]