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篇名 |
知識提取與課堂教學實效的相關研究分析
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並列篇名 | Research on the Correlation between Knowledge Extraction and Classroom Instruction Effectiveness |
作者 | 曲中林 |
中文摘要 | 教師課堂上的知識提取受其認知能力、知識與經驗、智力環境、學科性質與教學目標等因素的影響和制約,從而出現了知識的無力提取、費力提取、順暢提取和自動化提取的能力差異。重視課堂教學中教師知識提取的實驗與研究,將有力的提升課堂教學效果,並使其成為教師專業發展的一條有效途徑之一。 |
英文摘要 | Teacher’s knowledge extraction in classroom is influenced and restricted by their ability of cognition, knowledge and experience, intellectual environment, subject character and teaching goals. Therefore, four different extraction models are appeared, which are extracting incapably, extracting arduously, extracting swimmingly and extracting willingly. The emphasis on the experiment and research on teacher’s knowledge extraction in their classroom teaching will promote the effectiveness of classroom teaching strongly and make it an effective way for teacher’s professional development. |
起訖頁 | 32-36 |
關鍵詞 | 課堂教學、知識提取、實效、effectiveness、classroom instruction、knowledge extraction |
刊名 | 教師教育研究 |
期數 | 200511 (17:6期) |
出版單位 | 北京師範大學 |
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| 教師課堂教學技能變革的理論探討及結構模式分析 |
該期刊 下一篇
| PCK──使教學最有效的知識 |