知識提取與課堂教學實效的相關研究分析

Research on the Correlation between Knowledge Extraction and Classroom Instruction Effectiveness

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。

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.