《专业标准》下新任高中地理教师教学反思能力的培养研究

发布时间：2018-07-10 18:31

本文选题：专业标准 + 新任教师　；参考：《华中师范大学》2015年硕士论文

【摘要】：为了进一步促进新任高中地理教师教学反思能力的发展,提升地理教师的专业能力,在《专业标准》的基础下,本文从理论和实践两个不同的层面对新任高中地理教师的教学反思能力展开了研究。理论研究部分：第一,梳理了教师教学反思、及教学反思能力研究的文献综述；第二,构建高中地理教师教学反思能力的结构。在实践研究部分,本研究利用问卷调查和访谈法展开研究。调查显示当前新任高中地理教师教学反思能力总体水平偏低,影响因素主要有个人理想的差异性、学校氛围的影响、教育机制的局限、教学压力大、教育培训缺失及教育理念落后。根据调查结果,提出三项培养原则：政策导向性原则、人文关怀原则和实践导向原则；从三个不同层面提出培养策略：分别是教育体制、学校机制和教师自身。本研究主要包括六个部分：第一部分：明确本文意义、梳理研究现状、确立研究方案。第一部分为本文的研究指明了方向。第二部分：研究背景的分析。从政策、地理学科、新任教师专业发展三个层次论述了本文研究必要性和迫切性。第三部分：在《专业标准》的指导下,构建高中地理教师教学反思能力结构。第四部分：本部分采用问卷调查法和访谈结合的研究方法。首先,对100名新任高中地理教师展开问卷调查；然后,邀请两位专家型高中地理教师展开访谈,主要研究结论有：一、教学反思能力存在的问题有：教学反思能力总体水平不高、收集信息渠道单一、未能掌握多种反思方法、自我诊断的科学性不足以及回归实践的行动力弱。二、教学反思能力的影响因素有：教育机制的局限、教育评价缺失、学校氛围的影响、个人理想的差异性、教学压力大及教育理念滞后。第五部分：在深入剖析新任高中地理教师在教学反思能力的现状及影响因素的基础上,本部分从两个方面展开：首先,提出了新任高中地理教师教学反思的培养原则：政策导向性原则、人文关怀原则以及实践导向原则原则。然后,从三个不同方面为新任高中地理教师教学反思能力的培养提出建议措施,分别是：教育机制、学校体制及教师自身这三个层面。第六部分：结论与展望。本部分主要从三个方面展开：总结研究结论、反思不足之处、展望后续研究。
[Abstract]:In order to further promote the development of teaching reflective ability of new senior high school geography teachers and enhance the professional ability of geography teachers, on the basis of "Professional Standards", This paper studies the teaching reflective ability of new senior high school geography teachers from two different aspects: theory and practice. Theoretical research part: first, combing the literature review of teachers' teaching reflection and teaching reflective ability; second, constructing the structure of senior high school geography teachers' teaching reflective ability. In the part of practical research, the research is carried out by questionnaire and interview. The investigation shows that the overall level of teaching reflective ability of new high school geography teachers is on the low side, and the influencing factors are mainly the difference of individual ideal, the influence of school atmosphere, the limitation of educational mechanism, and the pressure of teaching. Lack of educational training and backward educational concept. According to the results of the investigation, this paper puts forward three training principles: the policy-oriented principle, the humanistic care principle and the practice-oriented principle, and puts forward the training strategies from three different levels: the education system, the school mechanism and the teachers themselves. This research mainly includes six parts: the first part: clear the significance of this paper, combing the status quo and establishing the research program. The first part points out the direction of this study. The second part: the analysis of the research background. This paper discusses the necessity and urgency of this study from three levels: policy, geography and new teachers' professional development. The third part: under the guidance of Professional Standards, the structure of teaching reflective ability of geography teachers in senior high school is constructed. Part four: this part adopts the method of questionnaire and interview. First of all, 100 new senior high school geography teachers were investigated by questionnaire. Then, two expert senior high school geography teachers were invited to conduct interviews. The main conclusions are as follows: 1. The problems of teaching reflective ability are: the overall level of teaching reflective ability is not high, the channel of collecting information is single, the ability of self-diagnosis is not scientific enough and the action ability of returning to practice is weak. Second, the influencing factors of teaching reflective ability are: the limitation of educational mechanism, the lack of educational evaluation, the influence of school atmosphere, the difference of individual ideal, the great pressure of teaching and the lag of educational idea. The fifth part: on the basis of deeply analyzing the present situation and influencing factors of the new geography teacher's reflective ability in teaching, this part starts from two aspects: first, This paper puts forward the training principles of teaching reflection of new geography teachers in senior high school, such as policy-oriented principle, humanistic care principle and practice-oriented principle. Then, the author puts forward some suggestions from three aspects: education mechanism, school system and teachers themselves. The sixth part: conclusion and prospect. This part mainly starts from three aspects: summing up the research conclusion, introspecting the deficiency, looking forward to the follow-up research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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