反思性教学提升历史教学设计能力研究
发布时间：2018-08-29 13:33
【摘要】：“反思性教学”作为促进教师专业发展的教师教育理论,引起了教育界的广泛关注,也为21世纪各国教师教育改革指明了方向。新课程改革对教师的教学设计能力提出了更高的要求,强调教师应通过反思来促进自身专业成长。本文在理论阐释基础上,结合教学设计案例,将反思性教学理论引入到高中历史教学设计中来,在教学实践基础上进行反思,并对教学设计进行了修正、完善。希望通过反思,完善教学设计的同时,提高历史教师的教学设计能力,促进教师专业成长。全文分为四个部分。第一部分绪论主要介绍了选题的缘由、研究现状、研究的理论依据、研究思路以及本文所采用的研究方法。第二部分在概述反思性教学内涵、操作步骤的基础上,对反思性教学在教师教学设计能力提升中的作用进行论述。第三部分以人教版必修二《开辟新航路》一课为例,尝试按照反思性教学操作步骤,进行教学设计,通过课前反思、课后反思,对教学设计不合理之处进行反思,对教学设计方案进行调整、完善。最后一部分就反思性教学对教师教学设计能力提升的相关问题进行思考,以期更好的运用反思性教学来指导教师进行教学设计,并提升教学设计能力。
[Abstract]:As a theory of teacher education to promote teachers' professional development, "reflective teaching" has aroused widespread concern in the field of education, and has also pointed out the direction for the reform of teacher education in various countries in the 21st century. The new curriculum reform puts forward higher demands on teachers' teaching design ability and emphasizes that teachers should promote their professional growth through reflection. On the basis of theoretical explanation and combining with the case of teaching design, this paper introduces the reflective teaching theory into the history teaching design of senior high school, reflects on it on the basis of teaching practice, and modifies and perfects the teaching design. The author hopes to improve the teaching design ability of history teachers and promote teachers' professional growth while improving teaching design through reflection. The full text is divided into four parts. The first part of the introduction mainly introduces the reason of the topic, research status, the theoretical basis of the study, research ideas and research methods adopted in this paper. The second part discusses the role of reflective teaching in the improvement of teachers' teaching design ability on the basis of summarizing the connotation and operation steps of reflective teaching. The third part takes a lesson of "opening up a New Route" as an example, tries to carry on the teaching design according to the reflective teaching operation step, through the pre-class reflection, after the class reflection, carries on the reflection to the teaching design unreasonable place, Adjust and perfect the teaching design. In the last part, the author thinks about the improvement of teachers' teaching design ability by reflective teaching, in order to better use reflective teaching to guide teachers to carry out teaching design and improve their teaching design ability.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
本文编号：2211354
[Abstract]:As a theory of teacher education to promote teachers' professional development, "reflective teaching" has aroused widespread concern in the field of education, and has also pointed out the direction for the reform of teacher education in various countries in the 21st century. The new curriculum reform puts forward higher demands on teachers' teaching design ability and emphasizes that teachers should promote their professional growth through reflection. On the basis of theoretical explanation and combining with the case of teaching design, this paper introduces the reflective teaching theory into the history teaching design of senior high school, reflects on it on the basis of teaching practice, and modifies and perfects the teaching design. The author hopes to improve the teaching design ability of history teachers and promote teachers' professional growth while improving teaching design through reflection. The full text is divided into four parts. The first part of the introduction mainly introduces the reason of the topic, research status, the theoretical basis of the study, research ideas and research methods adopted in this paper. The second part discusses the role of reflective teaching in the improvement of teachers' teaching design ability on the basis of summarizing the connotation and operation steps of reflective teaching. The third part takes a lesson of "opening up a New Route" as an example, tries to carry on the teaching design according to the reflective teaching operation step, through the pre-class reflection, after the class reflection, carries on the reflection to the teaching design unreasonable place, Adjust and perfect the teaching design. In the last part, the author thinks about the improvement of teachers' teaching design ability by reflective teaching, in order to better use reflective teaching to guide teachers to carry out teaching design and improve their teaching design ability.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51
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