指向“教—学—评”一致性的教师教学行为改进研究

Study on Improving Teachers′ Teaching Behaviors Towards"Teaching-Learning-Assessment" Alignment

以“教—学—评”一致性为引领,以江苏省Y市某初中数学学科Z老师作为研究对象,针对性地开展了为期六周的教学行为改进的行动研究。经历明确目标、观摩听课、研讨交流、回到课堂以及总结经验等五个环节,通过拟定实践方案、收集翔实数据、分析存在问题、修正行为偏差以及升华研究成果,并从提问、言语、反馈、等待四个方面对被研究对象在教学行为上的改进效果进行分析。研究发现:发展正确的教学认知是教师教学行为改进的前提,注重教学目标引领是教师教学行为改进的保证,实施多元化教学评价是教师教学行为改进的关键。

Guided by"teaching-learning-assessment"alignment,the study conducted a six-week-long action research on improving teaching behaviors,with a mathematics teacher Z of junior high school in City Y of Jiangsu Province as its study object.The study went through five steps which include goal setting,observation and class listening,research discussion and communication,back to class and summing up experience.Based on the five steps,the study draws up practical plans,collects detailed and accurate data,analyzes existing problems,corrects teaching bias and sublimates research results.Then it analyzes teacher Z′s improvement effects on teaching behaviors from four aspects:questioning,speech,feedback and waiting.The findings are as follows:the development of right teaching cognition is the premise of improvement on teaching behaviors,the emphasis on goal guidance is the guarantee for improvement on teaching behaviors,and diversified teaching evaluation is the key to the improvement of teaching behaviors.