| “培训班也有落后”的教育学分析 |
| |
| 引用本文： | 任举,张景书.“培训班也有落后”的教育学分析[J].武汉职业技术学院学报,2010,9(2):30-32,45. |
| |
| 作者姓名： | 任举 张景书 |
| |
| 作者单位： | 西北农林科技大学,人文学院,陕西,杨凌,712100 |
| |
| 摘 要： | 培训效果的问题是培训研究的热点和难点,研究者大多习惯从满足客户需求的角度,观察培训的效果。培训效果的检验准则有很多,＂学习落后＂消减程度是其中的一个准则。班级集体教学中总会存在＂落后现象＂,这是教育公平与教学效益博弈的产物。每个培训班总有落后,影响培训效果的众多因素通过导致＂学习落后＂的某些基因,如学习动机、认知结构、自我效能感、期望、学习风格等学习者主体因素而作用于培训效果,显然,教学中对＂落后现象＂控制的程度可以作为检验培训效果的一个评价维度。
|
| 关 键 词： | 教师培训 培训效果 学习落后 教育四大原则 |
Pedagogical Analysis of Training Effects |
| |
| BEN Ju,ZHANG Jing-shu.Pedagogical Analysis of Training Effects[J].Journal of Wuhan Institute of Technology,2010,9(2):30-32,45. |
| |
| Authors: | BEN Ju ZHANG Jing-shu |
| |
| Institution: | REN Ju,ZHANG Jing-shu(College of Humanities,Northwest Agriculture , Forest University of Technology,Yangling 712100,China) |
| |
| Abstract: | Effects of training has often been the concern of teaching researches.This article sets out to examine the slow-learning phenomenon in training class.After reviewing the fundamental principles of pedagogical thought and the training and teaching practice,it analyzes the reasons for slow-learning from students’learning motivation,cognitive mechanism,self-efficacy,anticipation and learning style.It studies how these factors interact and ultimately affect the effectiveness of training. |
| |
| Keywords: | teacher training training effects slow-learning pedagogical principles |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
