教师队伍建设

反思会持续改善教师的课堂行为吗?——基于对不同教学理念教师的追踪调查

  • 杨帆 ,
  • 何雨璇 ,
  • 夏之晨
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  • 1. 苏州大学教育学院,江苏苏州 215123
    2. 常熟理工学院师范学院,江苏苏州 215500

录用日期: 2022-04-08

  网络出版日期: 2022-09-29

基金资助

教育部人文社会科学基金项目“分类与整合:我国义务教育教师聘任政策的实施效应及其优化路径研究”(20YJC880112)

Does Reflection Improve Teachers’ Classroom Behavior Continuously: Based on a Longitudinal Study of Teachers with Different Teaching Philosophy

  • Fan Yang ,
  • Yuxuan He ,
  • Zhichen Xia
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  • 1. School of Education, Soochow University, Jiangsu Suzhou 215123, China
    2. Normal College, Changshu Institute of Technology, Jiangsu Suzhou 215500, China

Accepted date: 2022-04-08

  Online published: 2022-09-29

摘要

反思是推动中小学教师专业发展的重要路径。本研究对301名中小学教师开展了历时一年的三次追踪调查并进行多元潜变量增长模型分析,描述了教师课堂行为的变化趋势以及反思对教师课堂行为变化趋势的影响,探讨了不同教学理念教师进行反思的课堂行为效果。结果发现:教师课堂行为会随着反思的开展得到显著改善,并且这一影响是持续性的;反思对不同教学理念教师的持续性影响存在差异,尊重学生主体地位的教师更容易通过反思获得课堂行为的积极效应。鉴于反思对教师课堂行为持续性的积极作用,未来应引导教师形成学生中心的教学理念并鼓励教师通过反思获得课堂行为的改善。

本文引用格式

杨帆 , 何雨璇 , 夏之晨 . 反思会持续改善教师的课堂行为吗?——基于对不同教学理念教师的追踪调查[J]. 华东师范大学学报(教育科学版), 2022 , 40(10) : 17 -28 . DOI: 10.16382/j.cnki.1000-5560.2022.10.002

Abstract

Reflection is an important way to promote the professional development of primary and secondary school teachers. This study conducted a multi-level linear growth model analysis based on three waves of a longitudinal study of 301 primary and secondary school teachers over one year. In this study, the developmental trend of teachers' classroom behaviour, and the influence of reflection on the developmental trend of teachers’ classroom behaviour were described, then the classroom behavior effects with different teaching philosophies through conducting reflection were discussed. The results show that teachers’ classroom behaviour will be significantly and continuously improved with the implementation of reflection. Reflection has different continuous effects on teachers with different teaching philosophies. Teachers who hold a teaching philosophy of student-centeredness are more likely to obtain positive effects of classroom behaviour in the process of reflection. Because of the positive and continuous influence of reflection on teachers’ classroom behaviour, teachers should be guided to form a “student-centeredness” teaching philosophy and should improve classroom behaviour through conducting reflection in the future.

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