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中学教师教育理论知识现状的实证研究——以东北三省在职教师和职前教师为调查对象 被引量:1

An Empirical Study on the Present Situation of Middle School Teacher’s Knowledge of Pedagogical Theory--Taking the In-Service Teachers and Prospective Teachers in Three Northeastern Provinces as Subjects
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摘要 对东北三省1100名中学在职教师和643名职前教师的教育理论知识状况进行调查分析,以了解教师教学实践经历、所在区域、职前教育机构层次、教龄、学科等背景因素对教师教育理论知识的影响。结果显示,在职教师和职前教师的教育理论知识状况整体并不理想,相比之下,在职教师的表现优于职前教师,市区教师优于县城教师,部属大学师范生的表现优于省属大学师范生,且教师教育理论知识随着教龄增长呈扁平M形的变化趋势。为改善这一状况,应从教育教学实践、教师专业发展活动、教师教育课程等关键因素入手,提高教师的教育理论知识水平,并深入开展循证研究。 The pedagogical theory knowledge of 1100 in-service middle teachers and 643 prospective teachers in three northeastern provinces were investigated and analyzed,so as to understand the influence of such background factors as teachers’teaching practice experience,region,level of pre-service educational institutions,teaching age,and discipline on teachers’pedagogical theory knowledge.The results show that both the in-service teachers’and the prospective teachers’pedagogical theory knowledge are not ideal as a whole.By contrast,the inservice teachers’performance is better than prospective teachers’,and urban teachers’performanceis better than county teachers’.The performance of prospective teachers in subordinate universities is better than that of prospective teachers in provincial universities,and the teachers’pedagogical theory knowledge tends to vary in a flat“M”shape with the increase of the length of their teaching experience.In order to improve this situation,it is necessary to attach importance to some key factors like education and teaching practice,teachers’professional development activities and teacher education curriculum so as to improve the level of teachers’pedagogical theory knowledge and carry out evidence-based research in depth.
作者 赵冬臣 马云鹏 Zhao Dongchen;Ma Yunpeng
出处 《教育测量与评价》 2020年第5期14-19,共6页 Educational Measurement and Evaluation
基金 东北师范大学教师教育研究基金项目“教师专业知识发展与教师教育改革”(项目编号:DSJSJY20090101) 黑龙江省哲学社会科学规划项目“教师学科教学知识纸笔测评技术研究”(项目编号:17EDE316)的研究成果。
关键词 教育理论知识 教师专业发展 条件性知识 pedagogical theory knowledge teachers’professional development conditional knowledge
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