教师专业学习共同体视角下的备课组研究

发布时间：2018-03-30 02:06

本文选题：备课组　切入点：教师专业学习共同体　出处：《山西师范大学》2017年硕士论文

【摘要】：备课组作为学校内教师最小的组合群体,是学校贯彻教育方针、开展教研活动、促进教师专业发展的一个基层组织,是教师直接面对的、关系最密切的专业组织。无论在内容还是在方式上,学校备课组对教师的教学活动都具有直接的指导意义,最能够帮助教师获得成长。伴随着教师专业发展研究的新进展,“教师专业学习共同体”这一强调教师合作分享的概念受到了许多学者的关注,并把它当作是教师专业发展的新范式。国内一些学者认为,教师专业学习共同体强调的教师合作,与我国传统的学校组织——备课组的活动方式具有相似之处。但是,备课组是否就是教师专业学习共同体,或者备课组是否具有发展为教师专业学习共同体的潜质,则需要用教师专业学习共同体的特征框架来剖析备课组的现状。通过对备课组和教师专业学习共同体的相关文献的研究,探讨了教师专业学习共同体的内涵和特征,依据研究结果构建了四个维度的“教师专业学习共同体视角下的备课组现状”分析框架,采用自编问卷、个案访谈的方式,调查了教师对备课组现状的认识,并结合相关案例,分析了备课组的现状。从总体情况来看,目前备课组距离真正意义上的教师专业学习共同体还有一定的差距,四个维度中,分享的决策因素得分最低,是最需要关注的层面。从人口统计学变量分析来看,教师的性别、教龄、受教育程度等并不是影响备课组转变为教师专业学习共同体的决定性因素。具体来看:(1)备课组缺失了共享的价值愿景,教师个人的价值愿景则主要局限于学生的学业成绩。(2)教师基本认可备课组活动的重要性,但分享性活动存在形式化的问题;备课组以集体备课、听评课为主要活动形式,缺乏一定的计划性和针对性;备课组活动记录不完善,没有形成共享性的集体知识。(3)备课组长是学科领头人,但难以实现竞聘上岗,教师基本不参与组内决策。(4)备课组支持性政策制度缺失,评价和奖励机制不够合理,活动的时间和地点也有一定的局限性。另外,学校在为备课组提供资源时,存在盲目性和随意性的问题。分析发现,备课组忽视了共享的价值愿景的重要性、以教师个体为主体的考核评价强调竞争、学校管理过于强调规则与控制、教师工作负荷过重以及学校客观条件的限制等因素一定程度上导致了备课组与教师专业学习共同体之间的差距。备课组要自下而上建立共同愿景,通过确立教师个人愿景、备课组成员的讨论,最后形成共同愿景;教研活动要注重计划性和多样性,并重视集体知识的积累;备课组要选拔优秀备课组长,同时让教师参与组内决策;学校要通过合理调动各种资源,给备课组提供强有力的支持。
[Abstract]:As the smallest group of teachers in the school, the lesson preparation group is a grass-roots organization for schools to carry out educational policies, carry out teaching and research activities, and promote the professional development of teachers. It is directly faced by teachers. The most closely related professional organization. Both in content and in the way, the school lesson preparation group has direct guiding significance for teachers' teaching activities. Along with the new development of teacher professional development, the concept of "teacher professional learning community", which emphasizes teacher cooperation and sharing, has attracted the attention of many scholars. And regard it as a new paradigm of teacher professional development. Some domestic scholars believe that the teacher cooperation emphasized by the teacher professional learning community is similar to the traditional school organization in our country-the activity mode of lesson preparation group. Whether the preparatory group is the professional learning community of teachers, or whether the preparatory group has the potential to develop into a professional learning community of teachers, It is necessary to use the characteristic frame of the teacher's professional learning community to analyze the present situation of the lesson preparation group. Through the research on the relevant literature of the lesson preparation group and the teacher's professional learning community, this paper discusses the connotation and characteristics of the teacher's professional learning community. Based on the results of the study, this paper constructs an analytical framework of "the present situation of lesson preparation groups in the Perspective of Teachers' Professional Learning Community", and investigates teachers' understanding of the present situation of lesson preparation groups by means of self-made questionnaires and case interviews, and combines with relevant cases. This paper analyzes the present situation of the lesson preparation group. From the overall situation, there is still a certain gap between the lesson preparation group and the real teachers' professional learning community. Among the four dimensions, the score of shared decision factors is the lowest. From the demographic variables analysis, the gender of the teacher, the length of teaching, Education level is not the decisive factor influencing the transition of lesson preparation group into teacher professional learning community. Specifically, the lesson preparation group lacks a shared value vision. The value vision of teachers is mainly limited to students' academic achievement. 2) Teachers basically recognize the importance of lesson preparation activities, but there are formalized problems in sharing activities. Lack of certain planning and pertinence; the activity record of the lesson preparation group is not perfect, and there is no collective knowledge of sharing.) the course preparation leader is the subject leader, but it is difficult to achieve competitive employment. Teachers basically do not participate in decision-making within the group. 4) lack of supportive policy system, unreasonable evaluation and reward mechanism, and limited time and place of activities. In addition, when schools provide resources for lesson preparation teams, It is found that the importance of shared value vision is neglected by the lesson preparation team. The evaluation and evaluation with the teacher as the main body emphasizes competition, and the school management emphasizes the rules and control too much. The overburden of teachers' work and the limitation of school objective conditions to some extent lead to the gap between the teaching preparation group and the teachers' professional learning community. The lesson preparation group should establish a common vision from the bottom up, and establish the teacher's personal vision by establishing the teacher's personal vision. The discussion of the members of the lesson preparation team finally forms a common vision; the teaching and research activities should pay attention to the planning and diversity, and attach importance to the accumulation of collective knowledge; the preparation team should select the excellent lesson preparation team leader and let the teachers participate in the decision-making within the group; The school should reasonably mobilize all kinds of resources to provide strong support to the lesson preparation team.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

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