高中化学教师教学决策个案研究
发布时间：2018-12-16 13:43
【摘要】：每一次教育改革,无论理念如何先进,出发点如何美好,最后的落实情况和取得的效果都取决于最基本的因素,也是决定性的因素——教师。随着教师教育的深化、教师专业发展的加深,一名合格的教师应该不再是传统的教学计划执行者,而应该转变为一个教学决策者,不管教师有没有意识到,其实教师在每天的教学活动中都在不断地进行教学决策,但目前教师的决策意识普遍淡薄甚至完全没有意识到自己应该在教学活动中承担决策者的角色。教师作为一线教学活动的直接参与者,应准确定位自己的角色,唤醒自身的决策意识,认清自身教学决策现状,加强教学决策能力培养,提高自身教学决策能力,从而在根本上促进新课程改革的顺利实施。本文就是要了解新手化学教师在日常教学活动中的不同决策阶段如何进行教学决策,所做的教学决策有哪些特征,以及影响教师做出这样的决策的主要影响因素有哪些。本文采取质的研究方法,选取西安市某中学高中化学老师ZLF作为研究对象,对其进行跟踪研究,参与其教学过程,录制课堂教学视频,收集相关教学资料,并在不同教学阶段对其进行访谈,通过对课堂视频的转录分析以及访谈资料的整理分析,了解她的教学决策的特征,得到以下结论：(1)教学计划决策阶段：个案教师在教学内容的决策上遵循教研组的共同安排和决定,对教学重、难点的把握依赖教材配套练习或是由同组教师商定；在教学目标决策上缺乏对课程标准的解读与参考,轻视课程标准的重要指导作用,偏重知识目标,轻视甚至忽略技能目标、过程与方法目标和情感态度与价值观目标,对教学目标的决策缺乏整体意识。(2)教学互动决策阶段：个案教师在教学内容的决策上会根据学生的课堂表现进行灵活调整；在处理课堂突发事件的决策上个案教师会根据具体情况做出不同决策,总体上在采取放任或是委婉的处理方式,在屡次提醒无效的情况下才会采取点名直接方式处理。(3)教学评价决策阶段：个案教师在指向学生学习的评价决策上更多关注学生对教学内容的掌握情况,采取的评价方式以纸笔测试为主,评价形式单一；在教师自身教学目标的评价上主要依靠学生在课堂教学中的反应和课后作业的完成情况,评价重点落在知识目标,对技能目标、过程与方法和情感态度与价值观目标评价严重不足；对教学内容的评价重点落在教学计划的完成情况。发现个案教师进行教学决策的影响因素主要有：学生因素、教师信念、教师知识、时间因素和教学环境等。在研究的基础上,本文提出了教师提升自身教学决策能力的建议：教师应加强自身专业发展；教师应加强深度反思意识；教师应注重积累实践智慧。
[Abstract]:Every education reform, no matter how advanced the idea, how good the starting point, the implementation of the final situation and the results achieved are determined by the most basic factors, but also the decisive factor-teachers. With the deepening of teacher education and the deepening of teachers' professional development, a qualified teacher should no longer be the executor of the traditional teaching plan, but should be transformed into a teaching decision maker, whether the teacher is aware of it or not. As a matter of fact, teachers are constantly making teaching decisions in their daily teaching activities, but at present, teachers' decision-making consciousness is generally weak or even totally unaware that they should assume the role of decision makers in teaching activities. Teachers, as direct participants in first-line teaching activities, should accurately position their own roles, awaken their own decision-making consciousness, recognize their present situation of teaching decision-making, strengthen the cultivation of teaching decision-making ability, and improve their own teaching decision-making ability. In order to fundamentally promote the smooth implementation of the new curriculum reform. The purpose of this paper is to understand how novice chemistry teachers make teaching decisions in different decision-making stages of daily teaching activities, what are the characteristics of the teaching decisions made, and what are the main influencing factors that affect teachers' making such decisions. This article adopts the qualitative research method, selects the high school chemistry teacher ZLF of a middle school in Xi'an as the research object, carries on the follow-up research to it, participates in its teaching process, records the classroom teaching video, collects the related teaching material. And interview her in different teaching stages, through the analysis of the transcripts of the classroom video and the collation and analysis of interview materials, to understand the characteristics of her teaching decisions. The conclusions are as follows: (1) the decision-making stage of the teaching plan: the case teacher follows the common arrangement and decision of the teaching content in the decision-making of the teaching content, the teaching is heavy, and the difficulty of grasping depends on the matching exercises of the teaching material or is agreed upon by the teachers of the same group; In the decision-making of teaching objectives, there is a lack of interpretation and reference to the curriculum standards, neglect of the important guiding role of curriculum standards, emphasis on knowledge goals, neglect or even neglect of skill goals, process and method goals, and emotional attitude and values goals. Lack of overall awareness of the decision-making of teaching objectives. (2) the interactive decision-making stage of teaching: case teachers will flexibly adjust the decision-making of teaching content according to the students' classroom performance; In dealing with classroom emergencies, case teachers will make different decisions according to specific circumstances, and generally adopt a laissez-faire or euphemism approach. It is only when repeated reminders are not effective that they will adopt the method of naming directly. (3) the decision stage of teaching evaluation: the case teacher pays more attention to the students' mastery of the teaching content in the evaluation decision that points to the students' learning. The evaluation method is mainly paper and pen test, and the form of evaluation is single. The evaluation of teachers' own teaching objectives mainly depends on the students' reaction in classroom teaching and the completion of after-class homework. The evaluation focuses on the knowledge goals and the skills goals. The evaluation of process and method, emotional attitude and values is seriously inadequate; The evaluation of the teaching content is focused on the completion of the teaching plan. It is found that the influencing factors of case teacher's teaching decision are: student factor, teacher's belief, teacher's knowledge, time factor and teaching environment. On the basis of the research, this paper puts forward some suggestions for teachers to improve their teaching decision-making ability: teachers should strengthen their own professional development, teachers should strengthen their consciousness of deep reflection, and teachers should pay attention to accumulating practical wisdom.
【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】：G633.8
本文编号：2382447
[Abstract]:Every education reform, no matter how advanced the idea, how good the starting point, the implementation of the final situation and the results achieved are determined by the most basic factors, but also the decisive factor-teachers. With the deepening of teacher education and the deepening of teachers' professional development, a qualified teacher should no longer be the executor of the traditional teaching plan, but should be transformed into a teaching decision maker, whether the teacher is aware of it or not. As a matter of fact, teachers are constantly making teaching decisions in their daily teaching activities, but at present, teachers' decision-making consciousness is generally weak or even totally unaware that they should assume the role of decision makers in teaching activities. Teachers, as direct participants in first-line teaching activities, should accurately position their own roles, awaken their own decision-making consciousness, recognize their present situation of teaching decision-making, strengthen the cultivation of teaching decision-making ability, and improve their own teaching decision-making ability. In order to fundamentally promote the smooth implementation of the new curriculum reform. The purpose of this paper is to understand how novice chemistry teachers make teaching decisions in different decision-making stages of daily teaching activities, what are the characteristics of the teaching decisions made, and what are the main influencing factors that affect teachers' making such decisions. This article adopts the qualitative research method, selects the high school chemistry teacher ZLF of a middle school in Xi'an as the research object, carries on the follow-up research to it, participates in its teaching process, records the classroom teaching video, collects the related teaching material. And interview her in different teaching stages, through the analysis of the transcripts of the classroom video and the collation and analysis of interview materials, to understand the characteristics of her teaching decisions. The conclusions are as follows: (1) the decision-making stage of the teaching plan: the case teacher follows the common arrangement and decision of the teaching content in the decision-making of the teaching content, the teaching is heavy, and the difficulty of grasping depends on the matching exercises of the teaching material or is agreed upon by the teachers of the same group; In the decision-making of teaching objectives, there is a lack of interpretation and reference to the curriculum standards, neglect of the important guiding role of curriculum standards, emphasis on knowledge goals, neglect or even neglect of skill goals, process and method goals, and emotional attitude and values goals. Lack of overall awareness of the decision-making of teaching objectives. (2) the interactive decision-making stage of teaching: case teachers will flexibly adjust the decision-making of teaching content according to the students' classroom performance; In dealing with classroom emergencies, case teachers will make different decisions according to specific circumstances, and generally adopt a laissez-faire or euphemism approach. It is only when repeated reminders are not effective that they will adopt the method of naming directly. (3) the decision stage of teaching evaluation: the case teacher pays more attention to the students' mastery of the teaching content in the evaluation decision that points to the students' learning. The evaluation method is mainly paper and pen test, and the form of evaluation is single. The evaluation of teachers' own teaching objectives mainly depends on the students' reaction in classroom teaching and the completion of after-class homework. The evaluation focuses on the knowledge goals and the skills goals. The evaluation of process and method, emotional attitude and values is seriously inadequate; The evaluation of the teaching content is focused on the completion of the teaching plan. It is found that the influencing factors of case teacher's teaching decision are: student factor, teacher's belief, teacher's knowledge, time factor and teaching environment. On the basis of the research, this paper puts forward some suggestions for teachers to improve their teaching decision-making ability: teachers should strengthen their own professional development, teachers should strengthen their consciousness of deep reflection, and teachers should pay attention to accumulating practical wisdom.
【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】：G633.8
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