学习共同体视野下的教师教学行为研究

发布时间：2018-06-04 13:30

本文选题：学习共同体 + 教师　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：随着创新时代的到来,教育领域面临诸多挑战,教师的专业发展备受关注,学习共同体成为学校发展的必然趋势。学习共同体视角下的学校有着共同的目标,教师积极参与教学研讨,分享各种学习资源及教学经验,并进行教学反思,彼此之间是尊重、支持、促进的融洽关系。学校作为学习共同体,不仅能够提升教师的专业化水平,同时还能促使教师教学行为的转变,使学校成为教师分享个人教学实践,加强彼此认同、相互信任的教师集体交流的平台,促进教师教学素养和水平的提升。教师教学行为是教师这一特定的职业群体在进行教学的过程中,所表现出来的一种示范性的行为,包括教师在教学组织中教师之间的合作以及教学反思过程中教师之间的分享个人教学经验的行为,以及尊重学生的个性差异并指导合作学习的行为。教师的教学行为直接影响学生的发展,学习共同体视野下的教师教学行为,在严肃中充满着爱、在交往中透着责任,有利于学生人格的完善,造就孩子活泼开朗的性格,成为懂得尊重和承担社会责任的人。本文从学习共同体的视角来研究教师教学行为,采用理论研究的方法,以学习共同体的相关理论为基础来构建教师教学行为的发展方向。全文共分五个部分:第一部分为引言,主要论述了论文的选题缘由、研究的目的与意义、研究的方法以及研究的具体思路。第二部分为文献综述,全面梳理了学习共同体和教师教学行为的国内外研究现状,并对研究的现状进行了总结分析。第三部分为学习共同体研究视角分析。主要介绍了学习共同体的特质,分析了学习共同体的有效性分析以及学习共同体的相关理论基础,着重分析了以学习共同体为研究视角的原因。第四部分为学习共同体视野下的教师教学行为分析。分析了学习共同体视野下的教师教学行为的应然状态,包括教师的言语行为、非言语行为和教师的教学准备、教学过程、教学反思行为;探究了学习共同体视野下教师教学行为的影响因素和特征及对学生的影响。第五部分为学习共同体视野下教师教学行为的构建。从建立信任关系、形成共同愿景、增加合作机会、培养团队精神、分享教学实践、加强教学反思等方面论述了学习共同体视野下的教师教学行为构建的基本路径,并对构建机制和应注意的问题进行了探讨。
[Abstract]:With the coming of the innovation era, the field of education is facing many challenges, the professional development of teachers has been concerned, learning community has become the inevitable trend of the development of schools. Under the perspective of learning community, the school has a common goal. Teachers actively participate in teaching discussion, share various learning resources and teaching experience, and reflect on teaching. The harmonious relationship between them is respect, support and promotion. As a learning community, the school can not only promote the professional level of teachers, but also promote the change of teachers' teaching behavior, make the school become teachers to share personal teaching practice, strengthen mutual recognition. The mutual trust teacher collective exchange platform, promotes the teacher teaching accomplishment and the level enhancement. The teaching behavior of teachers is a kind of exemplary behavior of teachers in the process of teaching. It includes teachers' cooperation among teachers in teaching organization and the behavior of sharing personal teaching experience among teachers in the process of teaching reflection, as well as the behavior of respecting students' personality differences and guiding cooperative learning. The teacher's teaching behavior directly affects the development of the students. The teacher's teaching behavior under the vision of learning community is full of love and responsibility in the serious communication, which is beneficial to the improvement of the student's personality and the cultivation of the child's lively and cheerful personality. Become a person who knows how to respect and assume social responsibility. In this paper, teachers' teaching behavior is studied from the perspective of learning community, and the development direction of teachers' teaching behavior is constructed based on the relevant theories of learning community by using the method of theoretical research. The paper is divided into five parts: the first part is the introduction, mainly discusses the reason of the topic, the purpose and significance of the research, the research methods and the specific ideas of the research. The second part is a literature review, which summarizes the research status of learning community and teachers' teaching behavior at home and abroad, and summarizes and analyzes the present situation of the research. The third part is the perspective of learning community research. This paper mainly introduces the characteristics of learning community, analyzes the validity analysis of learning community and the relevant theoretical basis of learning community, and emphatically analyzes the reason of taking learning community as the perspective of research. The fourth part is the analysis of teachers' teaching behavior from the perspective of learning community. This paper analyzes the ought state of teachers' teaching behavior under the vision of learning community, including teacher's speech act, nonverbal act and teacher's teaching preparation, teaching process, teaching reflective behavior; This paper probes into the influencing factors and characteristics of teachers' teaching behavior and their influence on students in the view of learning community. The fifth part is the construction of teachers' teaching behavior under the vision of learning community. From the aspects of establishing trust relationship, forming common vision, increasing opportunities for cooperation, cultivating team spirit, sharing teaching practice and strengthening teaching reflection, this paper discusses the basic path of teachers' teaching behavior construction under the vision of learning community. The construction mechanism and the problems should be paid attention to are also discussed.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G420

【参考文献】