20世纪西方教师效能研究的历程、反思与启示

Teacher Effectiveness of the Western Countries in 20th Century:Reflection and Inspirations

根据不同的研究模式,20世纪西方教师效能研究历程可划分为三个阶段:研究重心从归纳教师的个人特征转向探究教师的教学行为,继而超越课堂行为研究,朝着综合化的方向发展。虽然各阶段的研究结果为教育实践提供了大量关于有效教师特征的信息,但纵观整个研究历程,其局限性也集中体现在教师效能内涵、极端对比抽样设计和效能评价工具三个方面。为此,今后研究者必须关注三方面的问题:其一,辨明教师工作和角色多样化,理解教师效能的复杂性;其二,以改进教师效能为重心,重视学校情境影响;其三,结合教师自评,建构教师的效能知识体系。

According to the different research model, the process of teaching effectiveness research of the western countries in 20th century could be divided into three phases. The focus from teachers＇ personal traits to the specific teaching behavior, and then beyond classroom behavior model, showed the comprehensive development. Although research findings of various stages provide a large number of information about effective teachers characteristic for education practice, but there are some limitations in the entire research course, which include the conception of teacher effectiveness, the design of extreme sample for contrast and the evaluation tools. Therefore, researchers must he concerned about the next three issues, discern the diversity role of teachers to understand the complexity of teachers effectiveness; focus on improving the effectiveness of teachers and paying attention to the influence of school situation; adopt teachers self-assessment to develop teachers＇ effectiveness knowledge system.