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本研究基于教师和专家访谈及教师备课的逻辑顺序,构建了中学教师备课状况评价的理论维度,编制了相应的测量工具并考察了其心理测量学特性。研究结果如下:(1)《中学教师备课状况评价问卷》包括三个一级维度和八个二级维度。三个一级维度分别是课程设计、课程资源、物化结果。课程设计包括教学目标设计、教学方式设计、教学过程设计、练习与作业设计;课程资源包括课程资源的扩展和延伸、课程资源的运用与整合;物化结果包括教案和信息化课件;(2)本研究所编制的《中学教师备课状况评价问卷》具有较好的信度与效度,可用于评价中学教师的备课状况。
Based on the logical sequence of interviews with teachers and teachers and teachers ’preparation, this study constructs the theoretical dimension of secondary school teachers’ preparation status evaluation, and compiles the corresponding measurement tools and examines their psychometric characteristics. The results are as follows: (1) The Questionnaire for Secondary School Teachers’ Preparation of Lessons includes three first-level and eight second-level dimensions. The three first-level dimensions are curriculum design, curriculum resources and materialization results respectively. Course design includes teaching goal design, teaching design, teaching process design, practice and job design; curriculum resources include the expansion and extension of curriculum resources, the use of curriculum resources and integration; materialized results include lesson plans and information courseware; (2) The Institute prepared the “secondary school teacher preparation status evaluation questionnaire” has good reliability and validity, can be used to evaluate secondary school teachers’ lesson preparation status.