期刊论文

Teaching Metacognition and Invisible Teaching Plan：A Case Study of Teachers of English Majors in a University

中文

湖南人文科技学院学报

1673-0712

2016

33

3

112-116

10.3969/j.issn.1673-0712.2016.03.025

湖南省教育科学“十二五”规划课题“高校英语专业教师教学元认知能力与课堂有效教学行为的关联性研究”（62010611019）；

本校为第一机构

有效备课是有效教学的首要行为.人们往往注重可见于文字的显性备课而忽视备"内功"的隐性备课.调查某高校英语专业教师隐性备课中的元认知能力,结果发现,相关教师隐性备课中存在如下问题:缺乏足够的教情、学情、隐性备课等元认知知识;教学元认知体验消极;元认知监控能力不足.隐性备课显性化、坚持集体备课基础上的说课制度、建立各级评课和赛课制度、加强相关理论的学习和教学研究等,是提升隐性备课能力的有效途径.

Effective planning is the most important precondition for effective teaching. Teachers seem to have been putting more efforts into the visible written plans than the invisible plans for capacity-building. The author of this paper did a research on the metacognition of the English teachers in a university. The research showed the problems regarding invisible teaching planning,including 1） teachers＇ lack of metacognitive knowledge of the teaching,the students,and the invisible preparation for a successful class,2） negative metacognitive experi...