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[1]谢书书,江潘文.小学数学新手教师课堂教学行为评价及提升的实证研究——基于UTOP框架[J].集美大学学报(教育科学版),2025,26(06):68-79.
　XIE Shushu,JIANG Panwen.An Empirical Study on the Evaluation and Improvement of Novice Primary School Mathematics Teachers’ Classroom Teaching Behavior ——Based on the UTOPFramework[J].Journal of Jimei University(Education Science Edition),2025,26(06):68-79.
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小学数学新手教师课堂教学行为评价及提升的实证研究——基于UTOP框架(PDF)
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第26卷
期数:
2025年06期
页码:
68-79
栏目:
教育评价改革研究
出版日期:
2025-12-17

文章信息/Info

Title:
An Empirical Study on the Evaluation and Improvement of Novice Primary School Mathematics Teachers’ Classroom Teaching Behavior ——Based on the UTOPFramework
作者:
谢书书1; 江潘文2
（1.集美大学师范学院，福建 厦门 361021;2.宁化县民族学校，福建 三明 365400）
Author(s):
XIE Shushu1; JIANG Panwen2
(1.Normal College,Jimei University,Xiamen 361021,China;2.Ethnic School of Ninghua County,Sanming 365400,China)
关键词:
UTOP框架; 小学数学新手教师; 课堂教学行为评价
Keywords:
UTOP framework; novice primary school mathematics teachers; classroom teaching behavior
分类号:
-
DOI:
-
文献标志码:
A
摘要:
在建设教育强国和深化教育评价改革的背景下，对小学数学新手教师课堂教学行为进行评价和改进，具有重要意义。研究首先对基于UTOP框架生成的小学数学教师课堂教学行为评价体系进行效度检验，其次采用问卷调查法分析新手教师的课堂教学行为现状及存在问题，最后采用实验组对照组前后测准实验法，运用UTOP评价量表观察6位样本教师的线下真实课堂并进行提升，检验培训方案的有效性。结果发现： “小学数学教师课堂教学行为UTOP评价量表”具有较高的信效度，包括课堂环境、课程结构、教学实施、教学内容等4个一级指标及12个二级指标；小学数学新手教师在提问策略、进度把控与时间分配、抽象概念讲述、技术运用、课后反思等方面较为薄弱；对小学数学新手教师的课堂教学行为进行培训提升需遵循针对性和设计性原则，以保证培训成效。该结果为小学数学教师课堂教学行为研究提供了实证证据，为新教师培训提供了策略建议。
Abstract:
In the context of building a strong educational nation and deepening the reform of educational evaluation,it is significant to evaluate and improve the classroom teaching behaviors of novice primary school mathematics teachers.This study first assesses the validity of a classroom teaching behavior evaluation system for primary school mathematics teachers based on the UTOP framework;secondly,analyzes the current state and existing issues of novice teachers’ classroom teaching behaviors through questionnaire surveys;and finally,adopts a quasi-experimental method with pre- and post-tests for experimental and control groups,using the UTOP evaluation scale to observe the offline classrooms of six sample teachers and to conduct targeted training interventions,thereby testing the effectiveness of the training program.The findings reveal:the “UTOP Evaluation Scale for Classroom Teaching Behaviors of Primary School Mathematics Teachers” demonstrates high reliability and validity,encompassing four primary indicators (classroom environment,curriculum structure,instructional implementation,and teaching content) and twelve secondary indicators;novice primary school mathematics teachers exhibit weaknesses in questioning strategies,pacing and time allocation,abstract concept delivery,technology utilization,and post-class reflection;training and improvement of novice teachers’ classroom teaching behaviors must adhere to the principles of specificity and design to ensure effectiveness.These results provide empirical evidence for research on classroom teaching behaviors of primary school mathematics teachers and offer strategic recommendations for new teacher training.

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更新日期/Last Update: 2025-12-23