见习教师的指导教师的教学指导研究

发布时间：2018-05-18 05:42

本文选题：见习教师 + 指导教师　；参考：《华东师范大学》2017年硕士论文

【摘要】：新任教师入职教育是世界各国教师培养普遍关注的话题,也是教师教育领域重要的研究主题之一。随着研究的深入,教学指导作为新任教师入职教育的核心环节开始受到研究者的广泛关注。在国外的研究中,对教学指导的内涵、意义、角色、模式、策略、评价等方面均有不同程度的研究。然而,国内对于教学指导的研究存在研究数量较少,研究方法较为单一,总体上比较薄弱等问题。本研究在梳理国内外有关教学指导研究的基础上,结合上海市见习教师规范化培训制度中对教学指导的规定,初步建构研究的分析框架,即横向上包括教学指导的意识、依据、方式、结果四个方面;纵向上包括课标研读、听评课、公开课、作业及试卷设计四个指导活动。随后采用个案研究的方法,以上海市见习教师规范化培训制度的建立为大背景,选取上海市Y区5所学校的10对指导教师—见习教师,共20位教师作为研究对象,通过访谈以及对访谈的内容分析,同时结合文献研究,对最初建构的指导教师教学指导的分析框架进行细化完善。研究发现,指导教师的教学指导大致存在三种基本类型,即"传授式"指导、"支持式"指导以及"合作学习式"指导;其次,教学指导中存在的主要问题有:指导的需求意识较强,专业意识不足;多依据经验指导,理论元素缺乏;指导方式以告知为主;结果主要体现为促进见习教师知能提升。基于此,研究从指导的意识、依据、方式及专业支持四个方面提出改进建议:指导教师需要增强教学指导的任务意识与专业意识;重视实践与问题反思,促进理论与实践的整合;平等交流与合作,发挥见习教师主体性;专家介入与导师互助,为教学指导提供专业支持。
[Abstract]:New teachers' entry education is a topic of universal concern in teacher training all over the world, and is also one of the important research topics in the field of teacher education. With the deepening of research, teaching guidance, as the core of new teachers' entry education, has been widely concerned by researchers. In the research abroad, the connotation, significance, role, model, strategy and evaluation of teaching guidance have been studied in different degrees. However, there are some problems in the research of teaching instruction in China, such as the small amount of research, the single research method and the weakness in general. On the basis of combing the domestic and foreign research on teaching guidance, combining with the regulations on teaching guidance in the standardized training system for trainee teachers in Shanghai, this study preliminarily constructs the analytical framework of the research, that is, the consciousness of teaching guidance is included horizontally, the basis. Methods and results of four aspects, including vertical reading, listening and evaluation, open class, homework and test paper design four guiding activities. Then, taking the establishment of standardized training system for trainee teachers in Shanghai as the background, 10 pairs of tutors and trainee teachers were selected from 5 schools in District Y of Shanghai, and 20 teachers were selected as the objects of the study, using the method of case study, and taking the establishment of standardized training system for trainee teachers in Shanghai as the background. By analyzing the content of the interview and the literature research, the paper refines and perfects the analysis frame of the initial construction of the instruction of the teacher. The study found that there are three basic types of instructional guidance for teachers, namely, "imparting", "supportive" and "cooperative learning". The main problems in teaching guidance are: strong awareness of the need for guidance, lack of professional awareness; mostly based on experience guidance, the lack of theoretical elements; the main way of guidance is to inform; the results are mainly reflected in the promotion of the knowledge and ability of the trainee teachers. Based on this, the paper puts forward suggestions for improvement from four aspects of guidance consciousness, basis, method and professional support: guiding teachers need to strengthen the task consciousness and professional consciousness of teaching guidance, attach importance to practice and problem reflection, To promote the integration of theory and practice, equal exchange and cooperation, to give play to the subjectivity of trainee teachers, experts to intervene with the help of mentors, to provide professional support for teaching guidance.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

【参考文献】