地方高校师范生教学效果定量分析——以微格教学导入环节为例

Quantitative Analysis of the Teaching Effect ofOrdinary Normal University Students--Taking the introductory section of microteaching as an example

基于师范生微格教学视频资料,利用现代数理统计方法,从导入时长、导入类型、导入形式和导入程序等四个方面,探讨了导入环节对微格教学效果的定量影响。结果表明:导入时长占总课时10%左右为最佳;文学和学术导入较其他类型更为有效;板图型最具地理特色;师范生普遍存在导入与新知识衔接生硬、逻辑表达与语言表述混乱等问题。最后提出强化内容组织和形式表达两个方面八个步骤,提升师范生课堂导入技能及教学水平。

Based on 157 microteaching video materials of normal university students,and using the modem mathematical statistics method,a quantitative analysis on the teaching effect of microteaching in this paper was conducted from the four aspects of the introduction section,i.e.,duration,types,form and mode of the introduction in the microteaching process.The results show that one minute of the introduction duration(accounting for 10%of the total microteaching time)is the most suitable for the teaching effect,literary and academic introduction types are more effective than other types,and the type of teaching board could better reflect the special characteristics of geography.However,normal university students are faced with common problems of rigid connection between introduction and new knowledge,confusion of logic and language expression.Therefore,eight steps were proposed by strengthening the content organization and expression mode to effectively improve the introduction skills and teaching level for normal university students.