中学教师教学反思的个案研究

发布时间：2018-06-08 04:36

本文选题：教学反思 + 反思意识　；参考：《西南大学》2015年硕士论文

【摘要】：教学反思是教学论和教师教育研究等教育学领域重点研究的课题。研究教学反思具有重要的意义。教学反思是促进教师专业发展的重要方式,是提升教师专业化水平的重要途径。同时,中小学教师进行教学反思对学生的全面发展、学校教育质量的提高和基础教育课程改革的顺利实施具有重要的促进作用。大量教师通过教学反思在教学上取得了巨大的进步,提升了自身专业化水平。然而,相关研究和笔者的调查表明,一部分中小学教师的教学反思并不理想,存在问题和不足。通过对调查资料的分析和归纳,笔者发现这些教师的教学反思主要存在以下三个方面的问题：教学反思意识薄弱、教学反思方法落后和教学反思内容狭窄。因此,本研究将以这三个方面的问题为着力点,研究如何促进教师的教学反思。优秀教师的成长经历有一定的典型性。对优秀教师关于教学反思的成功经验进行学习和借鉴能够促进相关教师的教学反思。因此,本研究采用质的研究方法进行个案研究。通过对一些中学和老师的考察,笔者选取了重庆市Z县R中学的一名优秀教师——杨老师作为本研究的个案。笔者运用调查法、观察法深入实地对杨老师教学反思的情况进行了全面且深入细致的考察,获取了大量关于杨老师教学反思方面,尤其是教学反思意识、教学反思方法和教学反思内容三个方面的一手资料。通过对这些资料的整理和分析,结合本研究的重点,笔者重点从教学反思意识、教学反思方法和教学反思内容三个方面描述了杨老师教学反思的发展情况,归纳总结了杨老师在这三个方面的优秀经验。在教学反思意识方面,要注意培养问题意识,培养观察力和想象力,及时总结反思经验,将教学反思融入到生活的各个方面,成为生活的一部分。在教学反思方法方面,要学习关于教学反思的方法,结合教学实际综合运用多种教学反思策略,开辟多种教学反思途径,创新反思策略。在教学反思内容方面,要不断拓展教学反思的内容,使教学反思的内容更加全面。同时,笔者在考察中也发现了杨老师教学反思存在的一些问题和不足,并在研究中进行了分析和探讨。接着,在整理和分析考察资料的基础上,笔者根据杨老师教学反思发展的情况,从教师个人、教师教育、教师工作环境三个方面分析了影响杨老师教学反思发展的因素。个人因素主要有个人经历、理想信念、性格、兴趣、爱好；教育因素主要有普通高等教育和在职培训；学校因素主要有学校制度、同事和学生。最后,本研究从教师个人、教师教育机构和教师工作单位三个方面提出了一些促进教师教学反思发展的建议和策略。就教师个人而言,教师要努力增强自身的责任意识,培养自身的问题意识,提高自身的思维能力。就教师教育机构而言,第一,培养教师的高等学校要加强对教师教学反思的培养；第二,教师培训机构应加强对教师教学反思的在职培训。就教师工作单位而言,第一,学校需要制定合理的教学反思制度；第二,学校应营造反思的文化氛围；第三,学校应为教师的教学反思提供必要的设备；第四,学校可以采取多种方式增强教师的责任意识；第五,学校可以制定合理的教学评价制度以增强教师的问题意识；第六,学校可以创造条件培养教师的思维能力。
[Abstract]:Teaching reflection is a key topic in the field of pedagogy and teacher education research. Teaching reflection is of great significance. Teaching reflection is an important way to promote the professional development of teachers and an important way to improve the professional level of teachers. At the same time, primary and secondary school teachers' teaching reflection on students' overall development, School The improvement of the quality of education and the smooth implementation of the curriculum reform of basic education have an important role to promote. A large number of teachers have made great progress in teaching through teaching reflection and promoted their professional level. However, the related research and the author's investigation show that some primary and secondary school teachers' teaching reflection is not ideal and there are problems. Through the analysis and induction of the survey data, the author finds that there are three main problems in the teaching reflection of these teachers: the consciousness of teaching reflection is weak, the method of teaching reflection is backward and the content of teaching rethinking is narrow. Therefore, this study will focus on these three aspects, and study how to promote teachers' teaching. The development of excellent teachers has a certain typical experience. Learning and learning from the successful experience of excellent teachers on teaching reflection can promote the teaching reflection of the teachers. Therefore, this study adopts a qualitative research method for case study. Through the investigation of some middle schools and teachers, the author chooses the Z County of Chongqing City R An excellent teacher, teacher Yang, is a case of this study. The author makes a thorough and thorough investigation on the situation of teacher Yang's teaching reflection by means of investigation and observation, and obtains a large number of reflections on teacher Yang's teaching reflection, especially teaching reflection consciousness, teaching reflection method and teaching reflection content three Through the arrangement and analysis of these materials and the emphasis of this study, the author describes the development of teacher Yang's teaching reflection from three aspects of teaching reflection consciousness, teaching reflection method and teaching reflection content, and summarizes the excellent experience of Yang in these three aspects. In terms of understanding, we should pay attention to training problem consciousness, cultivate observation and imagination, sum up introspection experience in time, integrate teaching reflection into every aspect of life and become a part of life. In the aspect of teaching reflection, we should study the methods of reflection on teaching, combine various teaching reflection strategies in combination with teaching practice, and open up a variety of teaching methods. In the aspects of teaching reflection, we should continue to expand the content of teaching reflection and make the content of teaching reflection more comprehensive. At the same time, the author also found some problems and shortcomings of teacher Yang's teaching reflection in the study. On the basis of the data, the author, according to the situation of teacher Yang's teaching reflection, analyzes the factors that affect teacher Yang's teaching reflection and development from three aspects: Teachers' individual, teacher education and teachers' working environment. Personal factors mainly have personal experience, ideal and belief, character, interest and hobby; education factors mainly have ordinary higher education and in-service. Training; school factors mainly include school system, colleagues and students. Finally, this study puts forward some suggestions and strategies to promote teachers' teaching reflection and development from three aspects: Teachers' individual, teachers' educational institutions and teachers' work units. As for teachers, teachers should strive to strengthen their own sense of responsibility and cultivate their own problem consciousness. To improve the ability of self thinking. For teacher education institutions, first, teachers' colleges and universities should strengthen the training of teachers' teaching reflection; second, teachers' training institutions should strengthen the on-the-job training for teachers' teaching reflection. As for teachers' work units, first, the school needs to formulate reasonable teaching reflection system; second, School We should create a cultural atmosphere of reflection; third, schools should provide necessary equipment for teachers' Reflection on teaching; fourth, schools can take various ways to enhance teachers' sense of responsibility; fifth, schools can formulate reasonable teaching evaluation system to enhance teachers' awareness of problems; sixth, schools can create conditions for teachers to cultivate the thinking of teachers. Dimension ability.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

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