国外教师课堂教学决策研究

Research on Foreign Teachers' Classroom Teaching Decision

教学质量的提升要求教师能够合理、有效地进行教学决策。20世纪70年代以来,教师教学思维研究从教学决策的角度描述了课堂教学决策的过程。从类型上来看,直觉与理性双重过程指导下的课堂教学决策成为共识;从内容上来看,学生、教学过程和课堂管理成为课堂教学决策的主要关注点;从过程上来看,替代性策略与教学惯例相结合等过程模式反映了教师课堂教学决策的认知过程;从有效性上来看,课堂教学决策的质量与学生学业成绩存在相关性,新手教师与专家教师在课堂教学决策的目的、对象、过程、方法及效果等方面存在差异;从影响因素上来看,学生行为、教学经验和课堂情境是主要的影响因素。20世纪90年代之后,课堂教学决策研究向教师教育方向转化。我国对教师教学决策的研究起步较晚,成果较为匮乏。因此,了解国外关于教师决策的研究成果对我国的教学研究及教师教育发展具有理论和实践上的双重指导意义。

The improvement of teaching quality requires that teachers can make reasonable and effective teaching decisions. Since 1970 s,the research of teachers＇ teaching thinking has described the process of classroom decision-making from the point of view of teaching decision-making. In the aspect of tapes,both rational and intuitive process under the guidance of classroom teaching has become a common view; In the aspect of content,students,teaching process and classroom management are classroom teaching decision-making concers;In the aspect of process,the combination of alternative strategies and teaching practice process models have reflected the cognitive process of teaching decision-making; In the aspect of effectiveness,there have the relationship between the quality of the strategies of classroom teaching and students＇ academic achievement,meanwhile,there are differences between novice teachers and expert teachers on objective,object,process,methods and effect in the classroom teaching decision-making; In the aspect of factors,the behavior of students,teaching experience and classroom situation are three main factors. After 1990 s,the research of classroom decision-making was transformed into the direction of teacher education. The research on teachers＇ teaching decision in China started late and the results were short. Therefore,it has double significance about theory and practice to understand the research results of foreign teachers＇ decision-making on teaching research and the development of education in China.