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学校近日举行青年教师课堂教学大赛,笔者连续听了几十节数学课。有的教师的课堂充满朝气和活力,激情四射,语言富有感染力,评价语言丰富,学生积极性高涨,教学效果好。而有的教师课堂比较沉闷,教学语言贫乏、千瘪,教师缺少激情,评价语言“很好”“很棒”等显得很单一,效果较差。于是引发了我对教师软实力的思考。针对上述教师的软实力和硬实力情况,我展开了深入、全面的调查,主要从教师平时读书习惯、和学生之间的关系、职业态度、情感素养、教学理念等方面展开。结果如下:学生学习效果与教师职称、学历不成正比例,而与教师的职业态度、读书习惯、情感素养、师生关系、教学理念等成正相关。
The school recently held a young teacher classroom teaching contest, the author continued to listen to dozens of mathematics lessons. Some teachers in the classroom full of vigor and vitality, passionate, language is contagious, evaluation language rich, high student enthusiasm, teaching effectiveness. However, some teachers are dull in the classroom, the teaching language is poor, and the teacher lacks enthusiasm. The evaluation language “very good ” “great ” appears very simple and has a poor effect. So triggered my thinking on the soft power of teachers. In response to these teachers ’soft power and hard power situation, I conducted an in-depth and comprehensive survey, mainly from teachers’ usual reading habits, relationships with students, professional attitude, emotional awareness and teaching philosophy. The results are as follows: The effect of student learning is not directly proportional to the teacher’s title and academic record, but positively related to the teacher’s professional attitude, reading habits, emotional literacy, teacher-student relationship, and teaching philosophy.