CAJ | 학술논문

教学风格是教师的思想境界、审美理想、艺术修养和性格特点的综合表现，是教师专业发展成熟的重要标志。以大连市六所中学的教师为研究对象，进行教学风格的调查研究。结果发现：中学教师教学风格主要倾向于立法型、激进型和局部型三种类型；教学风格的形成受教师性别、任教年级、任教科目以及教师学历、职称和教龄等因素影响，其中，教师的职称和教龄对教学风格的影响较大；教学风格的形成是有规律的，教学风格随着教龄的增长逐步趋于稳定；另外，教学风格的形成过程有其关键期，教师应抓住教学风格形成的关键期，形成适合自己的教学风格。
교학풍격시교사적사상경계、심미이상、예술수양화성격특점적종합표현，시교사전업발전성숙적중요표지。이대련시륙소중학적교사위연구대상，진행교학풍격적조사연구。결과발현：중학교사교학풍격주요경향우입법형、격진형화국부형삼충류형；교학풍격적형성수교사성별、임교년급、임교과목이급교사학력、직칭화교령등인소영향，기중，교사적직칭화교령대교학풍격적영향교대；교학풍격적형성시유규률적，교학풍격수착교령적증장축보추우은정；령외，교학풍격적형성과정유기관건기，교사응조주교학풍격형성적관건기，형성괄합자기적교학풍격。
Teaching style is the comprehensive expression of teachers’ideological realm,aesthetic ide-al,artistic culture and personality characteristics,and it is an important symbol of teachers’profes-sional development.The research chose six middle school teachers in Dalian as the subjects to investi-gate their teaching styles.It finds that middle school teachers’teaching style tends to be legislative, liberal and local.The teaching style is influenced by gender,lelve of students,subjects,education, teachers’profesional title and teaching age.Among the factors,teachers’professional title and teach-ing age are the major ones.The formation of teaching style follows certain underlying principles,and turns more stable with the increase of age.In addition,the teaching style is ususally formed at a crti-cal stage,so teachers should seize the criticial stage in forming their proper teaching style.