CAJ | 학술논문

以参加微格课程的化学师范生为研究对象,采用合作学习的方式,遵循先整合、后分项、再整合的原则,从入门训练、分项精炼和模拟演练三个阶段,优化设计了课件模课、板书模课、导入、讲解、提问和演示实验等8个训练项目.并利用各种电子记录表单,加强了微格前、中、后三个环节的管理,逐步提高了职前教师的综合教学能力.
이삼가미격과정적화학사범생위연구대상,채용합작학습적방식,준순선정합、후분항、재정합적원칙,종입문훈련、분항정련화모의연련삼개계단,우화설계료과건모과、판서모과、도입、강해、제문화연시실험등8개훈련항목.병이용각충전자기록표단,가강료미격전、중、후삼개배절적관리,축보제고료직전교사적종합교학능력.
Chemistry preservice teachers taking microteaching course were enrolled in the study,and the cooperative learning was adopted.According to the principle ofintegration,separation and integration,the participants were required to take part in eight projects,such as introduction,lecture,question,experiment demonstration and so on, embedded in the ABC training,separated exercising and simulation drilling.A range of electronic records were used, strengthening the management of microteaching.The results indicated that progressive microteaching could improve comprehensive teaching skills of preservice teachers gradually.