Classroom teaching skills ——Chapter1
1. 本书如何定义有效教学和有效教师？你同意这种观点么？为什么？
The effective teacher is one who can demonstrate the ability to bring about intended learning outcomes. Two critical dimensions of effective teaching are intent and achievement.
2. 有效教学需要教师具备哪些能力？你如何评价自己在这些方面的能力？
Command of theoretical knowledge about learning and human behavior; display of attitudes that foster learning and genuine human relationships; command of knowledge in the subject matter to be taught; repertoire of teaching skills that facilitate student learning ;personal practical knowledge.
理论知识这一部分很欠缺 。解读不专业，很多时候可能借用的是普遍常识和公认的理念。
好要加强学习和输入，就像书里说的：it is a lifelong process involving both formal training and unending program of on-the –job self-improvement.
教学技能还要精进，拓宽自己的知识面。
3. 反思型教学有什么特点？
Involve both logic and emotion; consider underlying assumptions; consider moral and ethical issues
4. 教师在日常教学中有哪些反思的方式？其中有你常用的么？接下来你打算试试哪种/哪些？
Teaching journal, video recordings, teaching portfolios (videos, tests, lesson plans, students work, and other teacher-created materials), colleagues (observe your colleagues)
常用的可能就是教学设计后的教学反思，但是平心而论很多时候的反思不走心，课后没有及时记下来后面就忘记了，教学检查的时候临时补得，学生的一些检测作业，会收上来查看问题所在，及时反馈，还有就是观察和学习同事的好的教学方法接下来想运用能够留下数据痕迹的方式方便查阅和总
5.哪些因素会影响教学决策的制定？其中哪种是目前最困扰你的？
Poverty; racial,ethnic,lingustic and cultural diversity;gender;other factors(students’ need for belonging,safety and self-esteem);teacher’s personal practical knowledge.
目前我最困扰的是一个班级里的学生认知水平差异甚至两级分化，自律性也是各有差异。这个问日导致教学决策的落实和有效性会打折扣。
请在今晚12点之前完成阅读并打卡。
