课程实施视角下的教室文化个案研究

发布时间：2018-06-11 21:19

本文选题：课程实施 + 教室文化　；参考：《东北师范大学》2017年硕士论文

【摘要】：新课程改革倡导民主、开放、科学的教育价值观和课程理念,在学校教育的运行中,它要求学校做出相应的变化去落实新课改的要求。作为教师教学、学生学习和生活的共同空间场所的教室,是课程实施最重要的情境场。而教室文化作为学校文化的重要组成部分,是落实新课程理念的关键点。教室文化是指教师和学生在共同的学习和生活下形成的共同的心理品质、价值观念以及行为习惯,它以教室物质环境为载体,以制度规则为保障,以教室气氛和人际交往与活动为精神内核。它是一个文化环境氛围,为课程实施提供了条件性和素材性的资源保障,同时它自身又具有隐性课程的教育价值。本研究按照从应然到实然的研究思路,从教室文化的物质文化、制度文化和精神文化三个维度展开研究,在这三个维度的基础上,又细为四个较为具体的构成要素:物质环境、制度规则、教室气氛和人际交往与活动。从这四个构成要素去研究教室文化,以期望能对教室文化做一个整体性的概述,建构出一个比较理想的教室文化。因此本研究的框架主要分为两个部分,第一部分是对教室文化的理论梳理和建构,通过对理论上的分析来作为对个案学校教室文化的剖析。第二部分是对个案学校的教室文化进行实践探析,研究发现个案学校的教室文化具有积极的特征也有消极的特征,积极的教室文化特征会促进课程的实施,消极的教室文化特征则会阻碍课程的实施。另外,教室文化对课程实施既有积极的影响也有消极的影响,课程实施也会对教室文化具有一定的影响。在应然与实然的教室文化特征的对照下,寻找出它们之间的差距,然后对此提出相关的改进策略。
[Abstract]:The new curriculum reform advocates democratic, open and scientific educational values and curriculum concepts. In the operation of school education, it requires schools to make corresponding changes to implement the requirements of the new curriculum reform. As a teacher's teaching, the classroom where students study and live is the most important situational field of curriculum implementation. Classroom culture, as an important part of school culture, is the key point to implement the new curriculum concept. Classroom culture refers to the common psychological quality, values and behavior habits formed by teachers and students under the common learning and living conditions. It takes the classroom material environment as the carrier and the system rules as the guarantee. With classroom atmosphere and interpersonal communication and activities as the core of the spirit. It is a cultural environment atmosphere, which provides the conditional and material resource guarantee for the curriculum implementation. At the same time, it has the educational value of the recessive curriculum. According to the research ideas from ought to be to reality, the research is carried out from the three dimensions of material culture, institutional culture and spiritual culture of classroom culture. On the basis of these three dimensions, the research is divided into four more specific constituent elements: material environment. System rules, classroom atmosphere and interpersonal interaction and activities. From these four elements to study classroom culture, in order to hope to make a holistic overview of classroom culture, construct a more ideal classroom culture. Therefore, the framework of this study is divided into two parts, the first part is to comb and construct the theory of classroom culture, through the theoretical analysis as a case of the analysis of classroom culture. The second part is the practice of the classroom culture of the case school. The study finds that the classroom culture of the case school has both positive and negative characteristics, and the positive classroom culture will promote the implementation of the curriculum. Negative classroom culture will hinder the implementation of the curriculum. In addition, classroom culture has both positive and negative effects on curriculum implementation, and curriculum implementation will also have a certain impact on classroom culture. In contrast with the classroom culture characteristics, the gap between them is found out, and the relevant improvement strategies are put forward.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G423

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