东营地区农村小学教师教学技能现状调查

【作者】 李英杰；

【机构】 东营职业学院教育系；

【摘要】 教学技能是指通过练习运用某种知识和规则顺利完成教学任务的能力,是教师专业发展的重要内容。为适应教育发展的需要,探讨对农村小学教师教学技能培养的有效途径,笔者对山东省东营地区的农村小学教师进行了关于教学技能的掌握、运用、提高情况的问卷调查。全文共分五部分。第一部分是问题的提出,主要介绍教学技能的定义与特点、教学技能的分类、国内外教学技能研究现状以及本调查的目的和意义。第二部分是调查过程和方法。本文主要采取问卷调查的方法对东营地区173名农村小学教师进行了教学技能重要性、教学技能掌握熟练程度、教学技能掌握难度、教学技能提高的途径以及对教学技能培训的建议等五个方面的调查。第三、四部分是调查结果、结论及分析。从调查的结果来看,农村小学教师认为重要的教学技能是分析教材、讲解技能、教学设计、了解学生和提问技能等;认为不重要的教学技能是:结束技能、编写教案、板书技能、辅导技能和电化教学等。掌握比较熟练的教学技能是分析教材、编写教案、讲解技能、教学设计、了解学生等;认为不熟练的教学技能是:计算机辅助教学、电化教学、媒体技术、教学研究和辅导技能等。农村小学教师认为难掌握的教学技能是:计算机辅助教学、媒体技术、教学研究、电化教学、评价教学等;认为容易掌握的教学技能是:导入技能、结束技能、演示技能、板书技能、编写教案等。在提高教学技能的途径方面,农村小学教师能够根据教学技能的不同特点和自身的实际情况,选择和提出了进修学习、微格教学、专家点评、反复操练、观摩录相、教学比赛等形式。本文对农村小学教师教学技能的掌握、运用、提高情况进行了有益的分析。农村小学教师比较重视侧重知识传授的教学技能,且掌握比较熟练,而对现代教学技能的掌握不熟练,并且认为难以掌握。在影响农村小学教师教学技能掌握的因素中,学校类型、教龄、男女、学科、职称等都对农村小学教师教学技能重要性的认识存在一定程度的影响;教龄是形成农村小学教师教学技能掌握熟练程度存在差异的重要影响因素,其他因素影响不大;而在教学技能掌握难度方面,学校类型、职称是形成差异的重要因素。农村小学教师在提高自身教学技能途径方面,主要选择和提出与教学实际联系紧密、具有实效的提高方式,对教学技能的培训具有很好的启发作用。第五部分是建议。在分析调查结果的基础上提出了提高农村小学教师教学技能的五项建议: 1、应建立有效的教师教学技能培训计划和组织。2、有针对性地进行教学技能的培训。3、提高教学技能要坚持结合性的原则。4、重视提高教学技能的有效手段——微格教学。5、抓好教学技能训练六环节。更多还原

【Abstract】 Teaching skill indicates the competence of a teacher who uses knowledge and rules to finish the teaching task by practising. It is the main content in the professional development of teachers. In order to meet the development of teachers and probe into the effective ways to improve the teaching skills of the teachers in the countryside. This writer focuses on the investigation and research into the country primary teachers’ improving, mastering, using the teaching skills in Dongying, Shandong Province.The paper is divided into five major sections:Section one is the problem-raising section which deals with the definition, characteristics, classifications of teaching skills, present international study state of teaching skills and the purpose and significance of the study.Section two deals with the process and approaches of research. The paper studies mainly the importance of teaching skills, command of teaching skills, difficulty in obtaining the skills, ways to improve teaching skills and suggestions to teaching skill training by means of questionnaire.Section three and four deals with the findings, conclusion and analysis of the findings.From the investigation, it’s known that what the country primary teachers consider to be the most important teaching skills are analyzing the teaching material, explaining skill, teaching design, understanding the student and questioning, etc;The unimprortant skills are finishing skill,writing lesson pians, teaching skillof writing on black-board , assisting skill, new technologies in teaching and learning, etc;The proficient skills are analyzing the teaching material, writing lesson plans, explaining skill, teaching design, understanding the students, etc;The unproficient skills are computer assisted instruction,. new teachnologies in teaching and learing, media technology, teaching reaseach, assisting skill, etc;The unpracticed skills are computer assisted instruction, media technology, teaching research, new technologies in teaching and learing , appraise teaching, etc;The practiced skills are channel into teaching skill, finishing skill, demonstrating skill, teaching skillof writing on black-board skill, writing lesson plans, etc.According to various features of each skill and their own facts, the country primary teachers put forward and selected many forms, such as, further study, microteaching, experts’ commenting and advising, drilling, watching and emulating videos, teaching competition.This essay analyses the country primary teachers’ mastering, using and improving their teaching skills. Most country primary school teachers put high premium on teaching skills on knowledge teaching and are proficient at them, while they are not as proficient at modern teaching skills and they think the latter are difficult to command. Among the factors that affect the command of teaching skills in the country primary teachers, the type of school, sex, subject, and titles of technical post etc. all have some effect on the importance recognition of teaching skills. The length of teaching may be the major factor in producing differences in the command of teaching skills of the country primary teachers. While in the difficulty in the command of teaching skills, the type of school, titles of technical post etc. may have the strongest effect on the differences between teachers. Most country primary teachers may choose and put forward approaches to improve teaching skills that are workable and enlightening to the training of teaching skills and are closely related to teaching practice.Section five deals with suggestions put forward. On the basis of the analysis, five suggestions are given on improving the country primary teachers’ teaching skills:1. Effective teachers’ teaching skill training plan and organization should be set up.2. Carry on the teaching skill training pointedly .3. Improving the teaching skill should insist on the principle, of combining nature.4. Pay more attention to the effective means to improve the teaching skill-microteaching.5.Focus更多还原