摘要
"MIR-DC"模型是以职前教师教学能力培养为目标,通过微格和信息化交互网平台,实现师生校内外互动,从而诊断、矫正和提升学生教学行为的模型。文章依据映射理论,通过实证研究,对"MIR-DC"培训效果进行科学的评估和论证。结果发现,"MIR-DC"系统对学生教学能力的提升起到显著影响,这一影响表现在两个方面:一是"MIR-DC"系统对教学能力培养可以独立施加影响;二是"MIR-DC"系统对学生主观意识(自我效能感和培训兴趣)具有映射作用,这一映射作用能够提升学生教学能力培训效果。
MIR-DC is a model that aims at fostering pre-service teachers＇ teaching ability. It uses microteaching and a digital interactive platform to realize the interactions between pre-service teachers and their mentors in the university. It is a model for diagnosing and correcting pre-service teachers＇ teaching behavior and thus enhancing their teaching ability. In this study, on the basis of mapping theory, we conducted an empirical research to evaluate and justify the effectiveness of MIR-DC model. Results showed that MIR-DC model had positive effects on enhancing student teachers＇ teaching ability. The effects were demonstrated in two folds： 1） MIR-DC model had independent influence on the training of pre-service teachers＇ teaching ability; 2） MIR-DC model had mapping role on pre-service teachers＇ subjective consciousness（sense of self-efficacy and training interest）, which could enhance the effects of pre-service teachers＇ training of teaching ability.
出处
《电化教育研究》
CSSCI
北大核心
2016年第4期114-120,128,共8页
E-education Research
基金
东北三省教师教育协同创新中心重点研究课题"优秀教师与普通教师语言教学行为的诊断及提升模型的构建"(课题编号:XTZX20130004-6)
