中学教师生成性教学能力发展研究

发布时间：2018-07-05 02:01

本文选题：中学教师 + 生成性教学能力　；参考：《陕西师范大学》2015年硕士论文

【摘要】：由于传统课堂教学实践过于追求确定性与预设性,使得教学过程被异化为线性流程,学生的学习主体性与教师的创造性受到遏制。而生成性思维视域下的生成性教学改变了传统课堂教学过于追求计划性与律规性的现状,强调教学的科学性与艺术性并重,预设性与生成性并重,注重弹性教学设计,强调教学过程的复杂性、互动性、对话性,注重对师生互动及生生互动中生成的教学资源的捕捉与利用,为学生的自主探究、教师的个性化教学创造了空间。而要实现教学的生成,追求师生生命发展为本,教师不仅需要具有生成性教学的理念,更需具有生成性教学的能力以使理论走向实践。鉴于目前我国缺乏从微观视角对教师生成性教学能力的内涵及构成的系统研究,本研究聚焦于探究中学教师生成性教学能力的构成要素、发展现状和发展策略,以在理论上推动生成性教学理论的完善,在实践上推动课程改革进程,提高教师的教学能力,促进中学教师的专业发展。本研究主要从五章展开：第一章为绪论。该部分叙述了研究缘起及研究意义,并随后对生成性教学、教师教学能力及生成性教学能力的相关研究进行了文献综述。第二章为研究设计。该部分确立了核心概念与研究的理论基础,通过生成性教学能力与教学预设能力、教学实施能力与执行性教学能力的概念辨析,剖析了生成性教学能力的内涵,并明确了研究目标与假设、研究思路及方法。第三章为中学教师生成性教学能力构成要素的建构。该部分首先通过文献分析法与关键事件访谈法初步解构了生成性教学能力的构成要素,之后通过问卷调查法对所解构的生成性教学能力构成项目的重要性进行了分析,并采用效度分析、信度分析验证了问卷的信效度。其中,采用探索性因素分析初步验证了生成性教学能力由教学情境的开放创设能力、教学对话的深入诱导能力、动态资源的灵活利用能力、教学方案的动态设计能力及情境性的评价与反思能力构成。第四章为中学教师生成性教学能力水平的现状调查。该部分根据所建构的生成性教学能力构成要素,编制中学教师生成性教学能力评价量表,采用分层抽样原则,对陕西省3所中学的教师进行问卷调查,调查发现当前中学教师存在缺乏对生成性教学理念的内化、深化教学对话的能力较为薄弱及情境性教学反思能力不足等问题。第五章为中学教师生成性教学能力发展的策略导向。根据当前中学教师生成性教学能力存在的问题,该部分从教师自身与学校两方面提出了相应的发展策略：对于教师,应注重内化生成性教学理念、加强生成性教学实践与注重自我教学实践反思；对于学校,应建立健全的教师生成性教学能力评价机制,同时建立教师学习共同体以加强合作行动研究。
[Abstract]:Because the traditional classroom teaching practice pursues the certainty and presupposition too much, the teaching process is alienated into the linear process, and the students' learning subjectivity and the teachers' creativity are restrained. The generative teaching from the perspective of generative thinking has changed the present situation of the traditional classroom teaching which is too much in pursuit of planning and regularity, emphasizing that the teaching is both scientific and artistic, presupposing and generative, and paying attention to the flexible teaching design. It emphasizes the complexity, interactivity and dialogism of the teaching process, pays attention to the capture and utilization of the teaching resources generated by the teacher-student interaction and the student-student interaction, and creates the space for the students' independent inquiry and the teachers' individualized teaching. In order to realize the generation of teaching and pursue the life development of teachers and students, teachers need not only the idea of generative teaching, but also the ability of generative teaching in order to make the theory go to practice. In view of the lack of systematic research on the connotation and composition of teachers' generative teaching ability from a micro perspective, this study focuses on the elements, development status and development strategies of the generative teaching ability of middle school teachers. In order to promote the improvement of generative teaching theory in theory, to promote the course reform process in practice, to improve teachers' teaching ability and to promote the professional development of middle school teachers. This research mainly starts from five chapters: the first chapter is the introduction. This part describes the origin and significance of the research, and then summarizes the related research on generative teaching, teachers' teaching ability and generative teaching ability. The second chapter is the research design. This part has established the core concept and the theoretical foundation of the research, through the generative teaching ability and the teaching presupposition ability, the teaching implementation ability and the executive teaching ability concept discrimination, analyzed the generative teaching ability connotation. The research objectives and hypotheses, research ideas and methods are defined. The third chapter is the construction of the elements of teachers'generative teaching ability. This part firstly deconstructs the constituent elements of generative teaching ability by literature analysis and key event interview, and then analyzes the importance of the component items of the deconstructed generative teaching ability by means of questionnaire survey. Validity analysis and reliability analysis were used to verify the reliability and validity of the questionnaire. Among them, exploratory factor analysis is used to preliminarily verify the ability of creating generative teaching ability by opening teaching situation, deeply inducing teaching dialogue, and flexible utilization of dynamic resources. The ability of dynamic design and situational evaluation and reflection of teaching plan. The fourth chapter is the present situation investigation of the middle school teachers'generative teaching ability level. In this part, according to the constructive elements of generative teaching ability, the evaluation scale of generative teaching ability of middle school teachers is compiled, and the teachers of three middle schools in Shaanxi province are investigated by stratified sampling principle. It is found that teachers in middle schools lack internalization of generative teaching ideas, weak ability of deepening teaching dialogue and insufficient reflective ability of situational teaching. The fifth chapter is the strategic direction of the development of middle school teachers'generative teaching ability. According to the problems existing in the generative teaching ability of middle school teachers at present, this part puts forward the corresponding development strategies from two aspects of teachers themselves and schools: for teachers, we should pay attention to the idea of internalized generative teaching. To strengthen the generative teaching practice and pay attention to the reflection of self-teaching practice, we should establish a sound evaluation mechanism of teachers' generative teaching ability and establish a teacher learning community in order to strengthen the cooperative action research.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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