期刊论文

中文

教育研究

1002-5731

2012

3

100-106

湖北省教育科学“十二五”规划2011年度专项资助重点课题(2011A096);湖北省基础教育研究中心“启航项目”(11QH003);华中师范大学教师教育理论创新与实践研究重大招标项目(985ZE0401);“丹桂计划”“教师课堂教学行为评价指标体系研制”

本校为第一机构

教学行为同时涵盖教师教的行为与学生学竹行为。教师的教是改进课堂教学质量的关键，是学校教学改革的着力点，是促进学生学的最重要因素，也是影响学生身心发展的关键。教学行为具有外显性、动态性、个体性、目的性、情境性等特性；根据不同维度，教学行为有多种分类。教师与学生能结成稳定的、持续的、牢不可破的关系就在于二者的活动与行为趋向具有相关性，有不可或缺且无法割裂的内在必然联系；但教的行为与学的行为是不同的行为，具有各自特有的性质与特点，故应以学定教、以教促学。

Teaching behavior has simultaneously covered teachers＂ teaching and students＂ learning. Teaching is the key to improving the quality of class, which is also the focus of the teaching reform, the most important factor in promoting students＂ learning and the key to affecting physical and mental development of students. Teaching behavior includes the dominant, dynamic, individual, purpose, and situational the different dimensions of teaching behavior. Teachers characteristics, etc. There are many classifications according to and students can fo...