教学决策水平:教师专业成长的标志——初中教师教学决策水平实证研究

The Decision-making Level in Teaching:The Symbol of Teachers’ Professional Development——Empirical Studies on the Decision-making Level in Teaching of Junior High School Teachers

教学需要决策,教师教学决策水平是教师专业成长的标志。基于调查、访谈以及对同课异构课、公开课、日常课的观察,发现初中教师的课堂教学决策较多地依赖预设,较少地顺应生成;较多地以知识达成为倾向,较少地关注学生全面发展;较多地依靠经验,较少地基于科学。提升初中教师教学决策水平,应加强个体决策反思和＂课前—课中—课后＂整体思考;加强群体决策,构建专业成长共同体;引进校外专业支持,以行动研究促进教学决策理论与实践的融合。

Teaching requires decision-making.Teachers＇ decision-making level is the symbol of teachers＇ professional development.Through investigations,interviews and observations on heterogeneous design of the same class,public classes,ordinary classes,we have found that junior high school teachers＇ decision-making in teaching depends more on proposition and less on composition;pays more attention to knowledge and less to students＇ full development;is based more on their experiences and less on science.To improve junior high school teachers＇ decision-making level in teaching, firstly,teachers are supposed to reinforce self reflection on decision-making and the whole thinking before,during and after class;secondly,the group decision-making power should also be strengthened to construct the common unity of professional development;the out-school professional support should be introduced to promote the integration of teaching decision-making theory and practice by action research.