中学生物学教师教学能力的研究

发布时间：2018-04-23 10:03

本文选题：中学生物学教师 + 教学能力　；参考：《江西师范大学》2015年硕士论文

【摘要】：新课程背景下生物课程改革的顺利实施,离不开工作在一线岗位的中学生物学教师。论文从研究教师教学能力结构出发,综述了前人对教师教学能力的研究成果,结合生物学教师教学的实际情况和生物学教学的特殊性,提出论文对中学生物学教师教学能力的结构的认识,其次是跟踪研究了景德镇市三位中学生物学教师,并对他们做了详细的跟踪访谈,在认真分析访谈内容之后,论文开始了对中学生物学教师教学能力结构、教学能力存在的问题和提高中学生物学教师教学能力的途径研究。第一章,教师教学能力的研究,综述了国内外对教师教学能力的研究,主要研究的内容包括:对教学能力性质的认识、教学能力概念的研究、教学能力结构的研究、生物教师教学能力结构的研究,提出生物教师应该具备的教学能力结构是生物教育教学能力;第二章,三位中学生物学教师的访谈实录及分析,这一章内容主要是对三位老中青三代中学生物教师的访谈内容以及中学生物学教师教学能力结构的分析,生物教育教学能力,主要包括生物学科专业能力、生物学科与其他学科的整合能力、生物教学设计能力、生物实验能力、语言表达能力,教学监控调节能力,即处理课堂突发事件的智慧,对教学设计的灵活处理能力和生物教学过程中还会出现另外一种的突发情况,生物教师的教研和反思能力;第三章,影响中学生物学教师教学能力的因素分析,主要有师范教育的学业要求,不完善的在职培训,包括流于形式的“师徒结对”、形同虚设的教师培训机构、学校缺乏完善的培训机制,生物学科的中考高考的分数比例,生物教师自身原因,包括生活压力、生物知识与技能领域掌握的不全面、缺乏自我提升的原动力;第四章,提升中学生物学教师教学能力的途径,主要有师范生学业要求的改变,包括提高生物师范生课程的难度、改变生物师范生学业的评价方式、师范生自身观念的改变,完善生物教师在职培训,包括形成“师徒结对”校园文化、规范教师培训的考核机制、完善教师培训制度,提高良好的生物教学环境,包括建立多元的评价制度、适当提高生物的升学的分值、学校组织并鼓励生物教师参与教研活动,生物教师自身加强学习提升教学能力,包括多读书,充实脑袋、多听课,要创新、多做题,提高解题能力。
[Abstract]:Under the background of the new curriculum, the successful implementation of the biology curriculum reform can not be separated from the biology teachers working in the front-line positions. Based on the research on the structure of teachers' teaching ability, this paper summarizes the achievements of previous researches on teachers' teaching ability, combined with the actual situation of biology teachers' teaching and the particularity of biology teaching. This paper puts forward the understanding of the structure of middle school biology teachers' teaching ability, followed by the following study of three middle school biology teachers in Jingdezhen city, and makes a detailed follow-up interview with them, after carefully analyzing the contents of the interview, The paper begins to study the structure of teaching ability of middle school biology teachers, the problems existing in teaching ability and the ways to improve the teaching ability of middle school biology teachers. The first chapter, the research of teachers' teaching ability, summarizes the research of teachers' teaching ability at home and abroad. The main research contents include: the understanding of the nature of teaching ability, the study of the concept of teaching ability, the research of teaching ability structure. The teaching ability structure of biology teacher is the teaching ability of biology teacher. Chapter two, the interview and analysis of three biology teachers in middle school, the teaching ability structure of biology teacher should be the teaching ability of biology education. This chapter is mainly about the interview content of three senior middle school biology teachers and the analysis of the teaching ability structure of middle school biology teachers, the teaching ability of biology education, mainly including the biology subject professional ability. The ability to integrate biology with other disciplines, the ability to design biology teaching, the ability to experiment in biology, the ability to express language, the ability to monitor and adjust teaching, that is, the wisdom of dealing with unexpected events in class. There will be another kind of unexpected situation in teaching design and biology teaching process, the teaching research and reflection ability of biology teachers; the third chapter, the analysis of factors that affect the teaching ability of biology teachers in middle schools. There are mainly academic requirements for normal education, imperfect on-the-job training, including formalized "teacher and apprentice pairs", virtual teacher training institutions, lack of a sound training mechanism in schools, and the proportion of scores in the entrance examination of biology subjects. Biology teachers own reasons, including life pressure, biology knowledge and skills in the field of incomplete grasp, lack of self-promotion motivation. Chapter four, ways to improve the teaching ability of middle school biology teachers, There are mainly changes in the academic requirements of normal students, including raising the difficulty of the curriculum for biological normal students, changing the evaluation methods of the students' studies, changing their own concepts, and perfecting the in-service training of biological teachers. Including forming the campus culture of "teacher and apprentice twinning", standardizing the examination mechanism of teacher training, perfecting the teacher training system, improving the good biology teaching environment, including setting up a pluralistic evaluation system, appropriately raising the score of biological advanced education. The school organizes and encourages biology teachers to participate in teaching and research activities. Biology teachers themselves strengthen their learning and improve their teaching ability, including reading more books, enriching their brains, attending more classes, innovating, doing more problems, and improving their ability to solve problems.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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