教师教学行为失范的自我解释及其批判

发布时间：2018-03-05 09:23

本文选题：“教学行为”　切入点：失范　出处：《四川师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：“学高为师,行为世范”,教师的言行举止都会潜移默化地影响发展中的学生。一段时间以来,“教师教学行为”已逐渐成为教育学界关注的热点,随着研究的推进,一部分学者从“行为规范”、“职业道德”方面为教师教学行为提供应然的规范,另一部分学者开始关注教育实践中的“教师教学行为失范”,力图通过反思错误、制定对策来规避“教师教学失范行为”的发生。本研究分析“教师教学行为失范”的自我解释,剖析共同取向与根本缘由,探讨“为学生好”的自我解释在失范者看来何以成立,进而试图找一条规避教师教学行为失范的出路。全文共分为五个部分,内容概要如下:第一部分梳理已有文献发现,“教师教学行为失范”归因表面化,由此失范对策效果不佳。据此研究现状,本文确定了从理论解释至自我解释的研究思路。第二部分从“行为失范”的理论解释出发,发现其解释的困境,是一种“他者”的分析,因此难以改变失范行为。从而把目光转向“教师教学行为失范”的自我解释,发现其是“教学行为失范”的深层依据。第三部分结合教师教学行为失范的分类,进行访谈,对各类教师行为失范的“自我解释”进行剖析,找到“自我解释”的共同取向和根本缘由,那就是“为学生好”。第四部分从教师应该“为学生好”,教师知道学生“如何是好”到教师可以让学生“现在不好”,层层递进式的阐明“为学生好”的自我解释何以看似成立。第五部分立足文化背景,批判“为学生好”的自我解释,尝试找到一条规避教师教学行为失范之路。
[Abstract]:"High school teacher, behavior world fan", teacher's behavior will influence the development of the students. For a long time, the teaching behavior of teachers "education has gradually become the focus in the academic circles, with the progress of the research, some scholars from the" code of conduct "," occupation morality "to provide it ought to be for teachers' teaching behavior, another part of scholars began to pay attention to education in the practice of" Teaching Behavior Anomie ", tries to reflect the error, formulate measures to avoid the occurrence of" teaching anomie ". Based on the analysis of the teachers' Teaching Behavior Anomie self explanation, analysis and common orientation the fundamental reason, explore" good for students "self explanation why it seems established in anomie, and then try to find a way to evade the teacher's Teaching Behavior Anomie way. The text is divided into five parts, the contents are summarized as follows: The first part reviews the existing literature found that "Teaching Behavior Anomie" attribution of the surface, the anomie countermeasures ineffective. Accordingly the research status, research ideas from theory to explain the self explanation. The second part from "anomie" theory of the predicament of the interpretation, analysis "the other", it is difficult to change the anomie behavior. Thus turned to the teacher's Teaching Behavior Anomie self explanation, found that it is the deep basis of Teaching Behavior Anomie ". The third part of the combination of teachers' Teaching Behavior Anomie classification, interviewing of teachers' self Behavior Anomie explain" carries on the analysis, find the common orientation of self explanation "and the fundamental reason, that is" good for the student ". The fourth part is from the teachers should be" good for the students, teachers know the students "how to be good" Teachers can make students "not good now", and explain themselves in a progressive way. Why do we explain the self explanation of "good for students"? The fifth part, based on cultural background, criticizes the self explanation of "good for students", and tries to find a way to avoid the anomie of Teachers' teaching behavior.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G451

【相似文献】