知识提取与课堂教学实效的相关研究分析

Research on the Correlation between Knowledge Extraction and Classroom Instruction Effectiveness

教师课堂上的知识提取受其认知能力、知识与经验、智力环境、学科性质与教学目标等因素的影响和制约,从而出现了知识的无力提取、费力提取、顺畅提取和自动化提取的能力差异。重视课堂教学中教师知识提取的实验与研究,将有力的提升课堂教学效果,并使其成为教师专业发展的一条有效途径之一。

Teacher＇s knowledge extraction in classroom is influenced and restricted by their ability of cognition, knowledge and experience, intellectual environment, subject character and teaching goals. Therefore, four different extraction models are appeared, which are extracting incapably, extracting arduously, extracting swimmingly and extracting willingly. The emphasis on the experiment and research on teacher＇s knowledge extraction in their classroom teaching will promote the effectiveness of classroom teaching strongly and make it an effective way for teacher＇s professional development.