作　　者： ; (张彩云）;

机构地区： 嘉应学院

出　　处： 《教育理论与实践（学科版）》 2005年第6期29-31,共3页

摘　　要： 运用调查与实验的方法,以175名来自不同类型中小学校的数学教师为被试,研究教师教学问题诊断能力及其影响因素。结果表明:(1)整体上,中小学教师的教学问题诊断能力比较低,而且中小学教师之间,不同类型学校的教师之间不存在显著差异;(2)教师在教学目标方面的教学问题诊断能力显著低于教学内容、教学方法、师生互动三个方面的教学问题诊断能力;(3)教师的一般性教学问题意识、教师的条件性知识和实践性知识对其教学问题诊断能力有显著的预测作用。 A study of teachers' diagnostic ability of teaching problems was m ad e by applying the methods of investigation and experiment to 175 math teachers f rom elementary and secondary schools and the result showed: (1) On the whole, th e teachers' diagnostic ability of teaching problems was poor and no significant differences existed among different kinds of teachers between elementary-school teachers and secondary-school teachers;(2) The level of teachers' diagnostic a bility of teaching problems in teaching goal was obviously inferior to those abi lities in teaching content, teaching methods and teacher-student interaction; ( 3) The diagnostic level of teaching problems could be obviously predicted by tea chers' general teaching awareness, their conditional and practical knowledge.

关 键 词： 教学反思能力 教学问题 教学问题诊断能力

领　　域： [哲学宗教—基础心理学] [哲学宗教—心理学]