教师的缄默性教育观念及其对课堂教学行为的影响研究

发布时间：2018-10-16 17:17

【摘要】： 新课程改革实施以来,已经取得了一定的成绩,但也面临一些需要解决的问题。教师是新的课程理念的实践者,是课程改革成败之关键因素,教师的课堂教学行为对课堂教学的质量具有决定性影响,是落实课程理念、实现课程改革的基本条件。但是,在本人的走访调查中发现,在我们的课堂教学中常常有这种现象:一个看似热闹、互动的课堂最终又归结到教师的授受之中:师生之间的问答启发其实质是在步步落入到教师事先设计好的“圈套”。教师能够认识到自己的传统的教育理念、方法有问题,已不能很好地适应教学改革和社会发展的要求,但是令他们困惑的是,通过教师培训,他们仿佛已经理解了新课程改革的理念,也想努力改变自己的教育行为与模式,但最后仍不知不觉地回到旧式窠臼,出现一些教师表达的教育观念与其实际教育行为分离的现象。正是由于教师缄默性教育观念的存在导致了教师表达的教育观念与其教学行为分离的现象。教师的缄默性教育观念是指来自于教师的个人实践,存在于教师个人的头脑中的,高度个体化的,教师自身没有意识到并且难以用言语表达出来,难以与他人共享的,但能够付诸实践,对教师教育教学实践行为影响作用最大的教师个人的教育观念。教师的缄默性教育观念是教师教育教学行为的基础,它对教师教育教学行为既有积极作用,也有消极作用。本文从教师缄默性教育观念的角度切入,以期对教育改革过程中出现的教师自身的观念与行为的转变因素作更加清晰、合理的解释,丰富探讨教育问题的理论视角,并对教育实践产生有益的启发,使教师的缄默性教育观念得到更新,进而优化其课堂教学行为。全文分为五部分。在前言中对论文的选题背景、论题研究的意义、方法、相关文献以及研究过程做了论述;进而对教师缄默性教育观念的内涵及其相关概念进行了界定,以期建立一个理论框架,并探讨了教师的缄默知识与教师的缄默性教育观念的形成,描述了教师的缄默性教育观念的表征;然后立足于对教师的课堂行为观察、与教师的访谈,分析了这些课堂教学行为背后的教师缄默性教育观念,从教师的缄默性教学观、缄默性学生观和缄默性教师角色观三个角度分析了教师的缄默性教育观念及其对课堂教学行为的影响;最后,在明晰教师缄默性教育观念对其优化课堂教学行为的意义后,从社会、学校和教师个人的角度分析了教师缄默性教育观念对其课堂教学行为的优化机制。
[Abstract]:Since the implementation of the new curriculum reform, has made certain achievements, but also faces some problems that need to be solved. Teachers are the practitioners of the new curriculum concept and the key factor of the success or failure of the curriculum reform. The teacher's classroom teaching behavior has a decisive impact on the quality of classroom teaching, and is the basic condition for the implementation of the curriculum concept and the realization of the curriculum reform. However, in my visit to the survey found that in our classroom teaching often such a phenomenon: a seemingly lively, The interactive classroom finally comes down to the teacher's teaching: the question and answer between teachers and students enlightens its essence is to fall into the "trap" designed by the teacher in advance. Teachers are able to recognize their traditional educational ideas, the methods are problematic, and they can no longer adapt to the requirements of teaching reform and social development, but what puzzles them is that, through teacher training, They seem to have understood the idea of the new curriculum reform and tried to change their educational behaviors and patterns, but eventually they unconsciously returned to the old pattern. Some teachers expressed the concept of education and their actual education behavior separation phenomenon. It is due to the existence of teacher's silent educational concept that the teacher's educational concept is separated from his teaching behavior. The teacher's concept of silent education refers to the personal practice of the teacher, which exists in the teacher's personal mind, highly individualized, and which the teacher himself is not aware of and difficult to express in words, and difficult to share with others. However, the teacher's personal educational concept, which can be put into practice and has the most influence on the teacher's teaching practice behavior, can be put into practice. Teachers' concept of silent education is the basis of teachers' educational and teaching behavior, which has both positive and negative effects on teachers' educational and teaching behaviors. From the angle of teachers' silent educational concept, this paper aims to make a clearer and more reasonable explanation of the factors of teachers' own concept and behavior in the course of educational reform, and enrich the theoretical perspective of exploring the educational problems. It also has beneficial enlightenment to the educational practice, so that teachers' silent educational concept can be renewed and their classroom teaching behavior will be optimized. The full text is divided into five parts. In the preface, the background of the topic, the significance, method, relevant literature and research process of the thesis are discussed, and then the connotation and related concepts of teachers' silent education are defined in order to establish a theoretical framework. It also discusses the formation of teachers' tacit knowledge and teachers' concept of silent education, describes the representation of teachers' concept of silent education, and then based on the observation of teachers' classroom behavior, interviews with teachers. This paper analyzes the teachers' silent education ideas behind these classroom teaching behaviors, and analyzes the teachers' silent teaching views. This paper analyzes the teachers' concept of mutism education and its influence on classroom teaching behavior from the perspectives of mute students and silent teachers' role, and finally, after clarifying the significance of teachers' concept of silent education to the optimization of classroom teaching behavior, From the perspective of society, schools and teachers, this paper analyzes the optimization mechanism of teachers' silent education concept to their classroom teaching behavior.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451

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