CAJ | 학술논문

农村中小学教师有效教学行为的特征包括注重知识建构过程的教学监控行为、富感染力和可接受性的讲授行为、以学生成功为导向的教学引导行为、富有激励性和触动心灵的教学交往行为。从培养方式来看，说课讨论和教学反思是提高农村中小学教师有效教学行为的主要形式，而常规的教师培训中费用最高、代价最大、用时最多的脱岗进修形式在提高教师教学有效性方面作用最小。
농촌중소학교사유효교학행위적특정포괄주중지식건구과정적교학감공행위、부감염력화가접수성적강수행위、이학생성공위도향적교학인도행위、부유격려성화촉동심령적교학교왕행위。종배양방식래간，설과토론화교학반사시제고농촌중소학교사유효교학행위적주요형식，이상규적교사배훈중비용최고、대개최대、용시최다적탈강진수형식재제고교사교학유효성방면작용최소。
Rural primary and secondary schools＇ teaching activities include monitoring activity that attaches importance to the process of knowledge reconstructio, teaching activity that has appeal and acceptability, guidance activity that takes students＇ success as orientation, and communicative activity that is imbued with inspiration and touch. In terms of cultivating way ,lesson speaking and teaching reflection are the chief mode to improve effective classroom teaching behaviors of rural primary and secondary schools. Regular teaching training has some defects, such as high expenses and too much time, which have little effect on the improvement of effective teaching.