中小学教师有效课堂教学行为指标研究.

Through the analysis of the common elements of teacher profession standards, excellent teacher standards and outstanding teacher standards in six countries, 25 classroom teaching behavior indicators have been extracted, a preset framework has been established, a questionnaire has been compiled, and an empirical survey has been conducted on 580 junior high school teachers by using the factor analysis method. It is found that teachers' effective classroom teaching behavior can be divided into three major factors of teaching preparation and design based on the learning situations, teaching implementation focused on the goals, and creating classroom environment to guide students' learning, and total of 17 key behavior variables have been extracted. On this basis, the questionnaire on teachers' teaching behavior is used to verify 472 primary school teachers. It is found that these behavioral indicators could effectively distinguish between teachers with good teaching performance and those with poor teaching performance, and between non-excellent teachers, excellent teachers and special grade teachers. Effective classroom teaching behavior indicators are of great value in guiding teachers ' classroom teaching practice, improving teaching quality and enhancing teachers ' professional accomplishment. [ABSTRACT FROM AUTHOR]