摘要
本研究采用任务指向型干预手段 ,对 1 0名小学教师的教学监控能力进行训练。结果发现 :训练不仅提高了教师教学监控能力 ,而且提高了教师对教学的认知水平 。
Through the task-involved intervention approach, this study trained elementary teachers' teaching regulated ability The result showed that training not only improved the teachers' teaching-regulated ability, but also promoted their cognition on teaching process
出处
《心理科学》
CSSCI
CSCD
北大核心
2000年第2期129-132,共4页
Journal of Psychological Science
关键词
教育干预
任务指向型干预手段
教学监控能力
training, task-involved intervention approach, teaching-regulated ability
