作　　者： (韦斯林）; (王巧丽）; (贾远娥）; (陈飞霞）;

机构地区： 杭州师范大学材料与化学化工学院,浙江杭州310036

出　　处： 《教师教育研究》 2017年第4期84-91,共8页

摘　　要： 教学能力是教师专业素质的核心,也是影响教学质量的关键因素。学科教学能力是学科教师教学能力的集中体现。本研究以扎根理论为方法论指导,对10位中学特级教师进行深入访谈,利用MAXQDA 12软件对访谈内容进行整理、编码和分析,建构学科教学能力的结构模型。该模型包括本体、工具、条件、实践、情意、发展6个要素集以及11个核心子要素,体现学科教学能力的本征性、结构性、生态性和发展性。该模型对教师学科教学能力的培养、测量以及职前学科教师教育课程与教学、职后教师培训和教学能力标准的制定具有重要的指导意义。 caching competency is the core of a teacher＇ s professional quality. It has a great impact on the quality of teach- ing activities. As secondary school teachers teaching subject-specific course, the subject-related teaching competency is the most important indicator of their teaching competeneies. Based on the Grounded Theory and in-depth interviews with 10 su- perfine secondary school teachers, the present study constructed a model on subject teaching competencies through the use of MAXQDA t2 software. This model consists of six important dimensions, i. e. , subject-related, instrumental, conditional, practical, affective and dispositions, and developmental components, involving with 11 core elements. This model illustrates several characteristics of subject teaching competences, e. g. , intrinsic, structural, ecological and developmental. The mod- el provides a theoretical framework that offer guidelines on how to train and improve teaching competeneies of subject teach- ers as well as continuing education of subject teachers and how to measure teachers＇ teaching competeneies. It is also prom- ising for developing teaching standards of specific subjects.

关 键 词： 学科教学能力 学科教师 扎根理论 结构模型