应用型本科院校课堂教学督导评价环节探析

An Analysis of the Classroom Teaching Supervision Evaluation Links of Applied-oriented Colleges

在教学督导看来,教师教学行为是课堂教学评价的对象。根据课堂教学行为研究范式,课堂教学督导评价的理论分析框架应包括教师行为、教师认知与教学情境三个环节。而这一理论框架也符合布迪厄的实践逻辑理论,从而也建构起了课堂教学督导评价的实践解释框架,该框架涉及教师期望、教学情境、教学设计、教学内容、教学方法与教学效果。

In the viewpoint of teaching supervision, teachers＇ teaching behavior is the object of classroom teaching evaluation. According to the teaching behavior in classroom research paradigm, the theoretical framework of the teaching supervision evaluation should include teachers＇ behavior, cognition and teaching situation. This framework is also consistent with the logic of practice theory of Bourdieu, thus constructs a framework to explain the practice of the evaluation of classroom teaching supervision on teacher expectations, situation, design, content, method and effect.