中日中小学课例研究的比较研究

发布时间：2018-05-17 02:28

本文选题：课例研究 + 中日比较　；参考：《湖南师范大学》2015年硕士论文

【摘要】：课例研究对于提升中小学教师的教师专业教学技能具有重要的作用。如何从教师的专业发展的角度去审视中小学课例研究中的问题是一个具有创新性的重要主题。本论文选取日本中小学课例研究和我国中小学课例研究作为研究对象,运用文献研究法和比较分析法探究课例研究的理论架构、参与主体、过程与方法的特点,并从这三方面展开比较分析,从中发现我国中小学课例研究存在的问题,借鉴日本中小学课例研究的合理要素,以改进和完善我国中小学课例研究,促进中小学教师的专业性发展。研究发现,中日两国中小学课例研究特点存在着显著差异：课例研究内容方面,我国强调课堂教学技能上的“示范”与教育教学成果的“展示”,日本中小学课例研究则依据课堂上发生的教学真实情况,更多的是为了发现教育中真正存在的问题；在研究过程与采用的研究方法方面,我国中小学课例研究的研讨程序比较缺乏规范性和研究视角较为模糊,多采用质性的描述方法,日本则比较注重研究内容和程序的规范性,采用量化观察和质性描述双管齐下的方法；在促进教师专业发展的成效方面,我国在一定程度上促进了中小学教师的专业发展,其程度和深度都有待拓宽和加深,而日本课例研究则几乎已成为了促进日本中小学教师专业发展的核心方式。相较而言,我国中小学课例研究存在以下几个方面的不足：研讨时对课堂中发生的细节关注不是很够；研讨程序和方法都不是很具有规范性；研讨中更多的是褒扬而非真正发现教学中的问题；研讨由于时间上的限制等等原因,在年度内不能持续进行循环进行下去。鉴于以上几方面,我国中小学课例研究可从以下方面来加以完善：第一,课堂研究应当依据课堂中发生的真实情况；第二,研讨的视角和程序应具有规范性；第三,对同类型课的结构化处理；第四,应有年度计划以保证持续发展。
[Abstract]:Case study plays an important role in improving teachers' professional teaching skills. How to examine the problems in the case study of primary and secondary schools from the perspective of teachers' professional development is an innovative and important topic. This thesis selects the Japanese primary and middle school lesson case research and our country primary and middle school lesson example research as the research object, uses the literature research method and the comparative analysis method to explore the theoretical structure of the lesson case study, the participation main body, the process and the method characteristic. And from these three aspects of comparative analysis, we find out the existing problems in the case study of primary and secondary schools in China, and learn from the reasonable elements of the case study in primary and secondary schools in Japan in order to improve and perfect the case study in primary and secondary schools in China. To promote the professional development of primary and secondary school teachers. It is found that there are significant differences between Chinese and Japanese primary and secondary school case studies. In terms of the contents of the case studies, China emphasizes the "demonstration" in classroom teaching skills and the "display" of educational and teaching achievements. The case study of primary and secondary schools in Japan is based on the real situation of teaching in the classroom, more in order to find out the problems that really exist in education. The research procedure of the case study in primary and secondary schools in our country is lack of standardization and the perspective of research is relatively vague. Most of them adopt qualitative description methods, while Japan pays more attention to the standardization of research contents and procedures. Adopting the method of quantitative observation and qualitative description, in promoting the effect of teachers' professional development, our country has promoted the professional development of primary and secondary school teachers to a certain extent, and its degree and depth need to be broadened and deepened. The case study in Japan has almost become the core way to promote the professional development of primary and secondary school teachers in Japan. In contrast, there are some shortcomings in the case study of primary and secondary schools in China: the attention to the details in the classroom is not enough, the procedures and methods of the research are not very normative; Research is more praise than real discovery of problems in teaching; due to time constraints and other reasons, the study can not continue to cycle in the year. In view of the above, the case study of primary and secondary schools in China can be improved from the following aspects: first, classroom research should be based on the real situation in the classroom; second, the perspective and procedure of the study should be normative; third, Structured treatment of the same class; fourth, there should be an annual plan to ensure sustainable development.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

【相似文献】