【作者】 周湘梅；

【导师】 蔡铁权；

【作者基本信息】 浙江师范大学 ， 教育技术学， 2007， 硕士

【摘要】 随着教育现代化和教育信息化进程的不断深入,现代教学对教师教育意识和教学能力的要求也不断提高。因此,教师专业技能的训练和教学能力的提高迫在眉睫。目前教育界普遍应用的一种教学技能训练方式就是微格教学,它在当前师范教育和在职教师能力训练中取得了丰硕的成果。信息技术的发展又为微格教学带来了新的发展,不仅为学生提供了数字化的训练环境和学习资源,也催生了一系列教学技能训练新模式。但是通过调查我们发现,当前微格教学技能评价还存在诸多问题,特别是学生评价目的不明确,评价主体性缺失,评价方法单一,学生参与积极性不高,自我反思环境欠佳,评价没有时间保障,缺乏交流互动等问题。微格教学技能评价的发展滞后于微格教学环境和训练模式的数字化发展。由此可见,新时期微格教学技能评价的研究刻不容缓。为了寻求一种合理有效的评价方式,我们通过积极借鉴已有微格教学技能评价的经验,以发展性评价理念为指导,依托数字化技术和网络技术构建由评价准备、评价实施和评价反思三个阶段组成的基于网络的数字微格教学技能评价。主要设计了师生协商制定评价量表,明确评价目的;网络化协作交流环境,促进评价双方的对话;多元的评价主体和评价方法,促进评价全面有效地实施;反思性评价档案袋,提高学生的反思力度。希望通过理论与实践、技术与应用的结合,有效发挥评价的诊断作用、改进作用、激励作用和导向作用,有效促进学生教学技能的习得。为了论证这种评价在数字微格教学技能评价实践中的可行性和有效性,以浙江师范大学教育技术学专业2004级本科生为对象展开实验研究,最后通过问卷调查收集效果回馈数据。结果表明,基于网络的数字微格教学技能评价能将评价的诊断、激励、改进和导向作用落到实处,对改进目前微格教学技能评价中存在的问题具有一定的积极作用,可以更有效地促进学生教学技能的学习和提高。利用网络技术改进微格教学技能评价,将自我评价、同学评价、教师评价和一线教师评价融为一体,让学生全程参与评价活动,从评价量表的设计制定到评价中的沟通交互和参照对比,再到评价结果的反思,无不凸显学生的身影,使评价真正实现学生评价的主体性。同时,它还增强评价双方的协作交流,提高学生的自我反思性,促进了教学技能评价与微格教学训练的有机结合,为建立完善的基于网络的数字微格教学技能评价方法和模式进行了一些有益的探索。更多还原

【Abstract】 Modern instruction requests more and more for teachers’ education consciousness and teaching abilities with the development of education modernization and informationization. It is imminent for teacher professional skill training and teaching ability enhancing .At present, one of the teaching skill training methods applied universally in education is the microteaching. It has yielded substantial results in current pedagogical education and in office teacher ability training. The information technology has brought new chances for microteaching. It has not only provided digitized training environment and learning resources for students, but also expedited a series of new models for teaching skill training. However, we learn from the investigation that there are many problems in current microteaching skill evaluation, such as students’ evaluation goals are not clear, their subjectivities are wanting, the evaluation method is unitary, the participation enthusiasm of students is not high, the self-reflection environment is unsatisfactory, students have less time to communicate with each other and so on. The development of teaching skill evaluation in microteaching is incompatible with the digitized microteaching envi- ronment and training models. Therefore, we should pay more attention to teaching skill evaluation in microteaching in new times.In order to seek one kind of reasonable and effective evaluation methods, we profit from present teaching skill evaluation experiences in microteaching, take the developmental evaluation idea as instruction, depend on the digital technology and network and construct a web-based teaching skill evaluation in digital microteaching which is composed by three phases: evaluation preparation, evaluation implement and evaluation reflection. We mainly design a scale designing process for students and teachers to define evaluation goals, design a network collaborative environment to promote bilateral dialogues, design multi-dimensional evaluation subjects and methods for effective and comprehensive evaluation, and design reflective evaluation portfolios to enhance students’ reflecting degree. We hope to bring the diagnosis, the improvement, the drive and the guidance functions of evaluation to play effectively, moreover, to promote students’ teaching skill.In order to prove this kind of evaluation in reality is feasibility and validity, we has implemented the experimental study taking the educational technology 2004 undergraduate students in Zhejiang Normal University as the objects, and finally we collect data through questionnaire, from which we know that web-based teaching skill evaluation in digital microteaching may be good for solving the problems in present teaching skill evaluation in microteaching and promote students’ teaching skills. We use network to improve teaching skill evaluation in present micro-teaching , which merges the self-evaluation, classmate evaluation, teacher evaluation and in office teacher evaluation into a whole, makes students to take part in the whole evaluation process, from designing evaluation scales to communicating with each other and reflecting evaluation results, realizes students’ subjectivities, enhances cooperation and reflection in evaluation and promotes evaluation combined with microteaching training. We made some beneficial searching for the establishment of web-based teaching skill evaluation methods and model in digital micro-teaching.更多还原