一所农村初中提升教学质量的个案研究

发布时间：2018-05-28 03:17

本文选题：农村初中 + 教学质量　；参考：《南京师范大学》2015年硕士论文

【摘要】：初中教育的普及与均衡发展是维护和保障公民教育基本权利的必然要求,是实施义务教育的本质要求。在当前深化课程改革的进程中,初中教育仍然是令人担忧的“中间地带”。教学质量是一个学校的生命线,提高教学质量是教育的一个永恒话题。加快初中教育的发展和改革,提高学校教学质量已刻不容缓。本文选择一所农村中学——L校作为研究对象,围绕L校如何通过自身改革来提升教学质量、学生是否认可和接受学校教学改革行为以及L校如何突破发展“瓶颈”来实现学校的可持续发展等三个方面问题展开研究。一方面,本研究真实、客观地呈现出学校提高教学质量的实践经验,供大家认识、学习、借鉴和客观评价,希冀其他学校在借鉴学习个案学校的成功经验的同时跳出“照搬照套”的老路,结合L校的成长路径,反思和创新自身的教育教学实践；另一方面,结合学生问卷、教师访谈和课堂观察等调查资料的结果分析,本文明确指出学校在师生成长、课堂教学、课程开发等方面存在的问题,希望本研究对L校走出成长的“高原期”,实现学校可持续发展有所助益。首先,通过整理关于L校文献,笔者发现已有研究主题主要集中于L校校长其人其事和“讲学稿”,重复率高,极具学校的自我宣传效果。而近几年的研究逐步趋向对“讲学稿”教学改革的反思性研究。鉴于已有研究的不足和研究发展趋势,笔者以L校提升教学质量的校本行动为研究重点,采用经验总结法,从学校课程开发、教学活动、教学评价等三个维度真实、客观地呈现L校提高教学质量的实践行动。然而,进一步反观学校发展的历程和学校的教学改革行动,研究发现L校的成功经验在于：一是将学生成长作为衡量教学质量的核心标准;二是以“讲学稿”教学模式作为学校提高教学质量的突破口；三是依托“讲学稿”的研制工作推动教师发展；四是校长具有凝聚全校师生的人格魅力；五是学校依靠社会媒体的宣传进行不断的反思和总结。其次,从学生对学校校本行动的效果问卷调查情况来看,87%的学生表示喜欢“讲学稿”教学模式,92%的学生表示喜欢校本课程(包括综合实践活动课程)。90%以上的学生认同“讲学稿”对学习有提升作用。借助“讲学稿”,学生们养成了不需要家长监督学习、平时和考前都能自主预习和复习的良好学习习惯。但是,他们急需得到来自教师和同学的学习帮助,有部分同学也认为学校校本课程实施和课堂讨论活动仍有待改善。最后,通过分析学生问卷、教师访谈、课堂观察等调查资料,笔者发现L校未来发展仍然存在的一些亟待解决的问题。例如,学校依旧存在学生的自我表现能力欠缺、教师的成长后劲缺乏、学校课程缺乏吸引力、“讲学稿”教学模式面临着陷入了“模式化”威胁等问题。全面反思学校现有发展遇到的问题,生源和师资依旧限制学校发展。学校今后在为学生服务、培养“专家型”教师队伍、优化学校课程结构、创新已有的“讲学稿”教学模式等方面还有很长的路要走。
[Abstract]:The popularization and balanced development of junior high school education is an inevitable requirement for maintaining and guaranteeing the basic rights of civic education. It is the essential requirement for the implementation of compulsory education. In the process of deepening the curriculum reform, junior high school education is still a worrying "middle zone". Teaching quality is the lifeline of a school, and the improvement of teaching quality is an education. There is no delay in accelerating the development and reform of junior high school education and improving the quality of school teaching. This paper chooses a rural middle school, L school as the research object, how to improve the teaching quality around the L school through its own reform, whether the students accept and accept the reform behavior of the school teaching and how the L school breaks through the bottleneck of development. On the one hand, this study is true and objectively presents the practical experience of improving the quality of the teaching, for everyone to know, learn, draw lessons from and evaluate objectively, and hope that other schools can jump out of the old way of "copying the picture" while learning from the successful experience of the case school. In combination with the growth path of L school, we rethink and innovate the practice of education and teaching. On the other hand, this paper clearly points out the problems in the development of teachers and students, classroom teaching and curriculum development in combination with the results of the questionnaire, teacher interview and classroom observation. This study hopes that this study will take the "Plateau" of the L school out of the "Plateau". In order to realize the sustainable development of the school, it is helpful to realize the sustainable development of the school. First, by sorting out the literature on the L school, I found that the existing research topics mainly focus on the principal and the "lecture manuscript" of the principal of the L school, with high repetition rate and high school self publicity effect. In recent years, the research gradually tends to the reflective research on the teaching reform of "lecture draft". In view of the shortcomings of the existing research and the trend of research and development, the author takes the school-based action of the L school to improve the teaching quality as the focus of the study, and uses the experience summary method to objectively present the practical action of the L school to improve the teaching quality from the three dimensions of the school curriculum development, the teaching activities and the teaching evaluation. However, the course of the development of the school is further reflected. And the teaching reform action of the school, the study found that the successful experience of L school is that the first is to take the student's growth as the core standard to measure the quality of the teaching; two, the "lecture manuscript" teaching model is the breakthrough point for the school to improve the quality of the teaching; the three is to promote the development of the teachers relying on the research work of "lecture manuscript", and the four is that the principal has a coagulability. The personality charm of the teachers and students of the school is gathered. Five, the school relies on the publicity of the social media to carry on the continuous reflection and summary. Secondly, from the student's questionnaire survey on the effect of school based action, 87% of the students express the "lecture draft" teaching model, and 92% of the students express the school based curriculum (including the comprehensive practice course).90% With the help of "lecture manuscripts", students have developed good habits of self-study and review without parental supervision, and they are in urgent need of learning help from teachers and classmates, and some also think school based courses are also considered. The implementation and classroom discussion activities still need to be improved. Finally, through the analysis of the questionnaire, teacher interview and classroom observation, the author finds some problems that still exist in the future development of L school. For example, there are still lack of students' self-expression ability, lack of teachers' growth and the lack of attraction of school curriculum. The teaching model of "lecture manuscript" is faced with the problem of "pattern" threat. It is a comprehensive reflection on the problems encountered in the development of the school. The students and teachers still restrict the development of the school. In the future, the school is serving the students, cultivating the "expert type" teachers, optimizing the school course structure and innovating the existing "lecture draft" teaching model. There is still a long way to go.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.0

【参考文献】