The Study On High School Teacher's Instructing-supervising Ability

Among the abilities of new era teachers,the instructing-supervising ability is one of the elements that can not be neglected. The development of instructing-supervising ability concerns directly to the teaching quality and the smooth carrying out of teaching, thus it has very significant meaning to do researches on this subject. As the author carried out the research on the basis of middle school teachers'instructing-supervising abilities within Sichuan province, It is not only beneficial to the improvement of teaching ability, to the enrichment of instructing-supervising ability theories, but also can promote the further developments of empirical study in this field, thus it has certain reference value.This research is mainly carried out adopting questionnaire and case study methods. Firstly, to understand the current situation of middle school teachers'teaching instructing-supervising abilities, and to analyse its characteristics, 300 middle school teachers selected randomly from Chengdu, Shuangliu, Pengzhou,Deyang, Mianyang,Suining and Neijiang were assigned with questionnaires. Then 4 teachers with better scores were selected for the case study, analyse the factors that have main influences on the development of instructing-supervising ability. Finally the corrective measures were probed on the basis of studies above.The result of the questionnaire survey indicates that: the general development of middle school teachers'teaching instructing-supervising abilities is at a middle and upper level, but it develops dimensionally unbalanced. The pre-class planning, preparation, and after-class reflection part develops better comparatively, while the evaluation& feedback part develops medially and the class room controls and regulating abilities part develops the worst. Based on the analysis of questionnaire survey and case studies, the followings are concluded as the factors that have main influences on the teaching instructing-supervising ability of middle school teachers.(1).The factor from background consideration: gender, region, grade taught and teaching time.(2).The knowledge, comprehensive quality, characteristics, teaching style and teaching method of a teacher.(3).The teaching motivation, teaching concept & attitude and emotion of a teacher.(4).The administrative and regulating ability, the experiencing and self-reflection ability, the responding and teaching migrating abilities of a teacher.(5) . The teaching environment, which includes the soft environment (student-teacher relationship, student-student relationship, cooperation between teachers and the importance given by school leaders) and the hard environment (school spirit, teacher's incomings, school ruls and education system, etc.)Five corrective measures are proposed based on the above.(1).Carry out mutual-help, mutual-study and mutual-guiding to tackle the deference of teaching instructing-supervising abilities between teachers from various backgrounds.(2).The improvement and correction of factors from the teacher's side.(3).The improving, refining and creating of teaching improvement.(4).The activities and promotion of educational scientific research.(5).Using the new teacher training mode of guidance-viewing-experience -feedback-exchange and evaluation.