小学新教师课堂教学机智提升研究

发布时间：2018-03-21 20:33

本文选题：新教师　切入点：教学机智　出处：《西南大学》2015年硕士论文　论文类型：学位论文

【摘要】：本研究着重解决的问题是：小学新教师教学机智的运用有哪些表现?他们在运用教学机智时存在哪些不足?如何通过自身与外在条件的转换来实现教学机智运用能力的改善?围绕这些问题,本文首先通过文献的查阅与初步的访谈将教学机智界定为：教师基于具体教学情境,使教学中各要素相互匹配的教学艺术与能力。教学机智既包含教师敏捷、合理、有效的化解课堂突发状况的能力,也包括教师根据学情、教学内容等状况主动改变教学常规,提高教学效率的行动。在研究对象的选取上,本研究选择了金堂县高板镇小学的10名教师进行了深度访谈,并在此基础上对邓、张两位老师进行了重点的跟踪与观察,最终通过对调查结果的分析获取了研究的结论。本文认为,小学新教师在课堂中运用教学机智时存在如下问题： (1)教学过程调控艺术化程度不高,遇事慌张、缺乏理性自制力,这也就导致老师与学生缺乏有效的沟通,一定程度上抑制了学生对课堂的参与； (2)教学时机把握不当,常常错失运用教学机智的最佳时机,降低了教学资源的转化程度； (3)教师对教学环境的调控缺乏审美关照,教学气氛不利于学生的学习； (4)教师在借鉴优秀教师的教学方式时,存在机械模仿的倾向,独创性机智较少。小学新教师在教学机智运用上的不合理,致使课堂的教学模式固化,教学的过程线性化、单一化,难以生成富有变化的高效课堂。结合教育学、心理学和社会学等相关理论,对其原因进行探究,本文认为小学新教师教学机智的运用受到来自教师学习背景、入职学校、自身动机等多方面原因的影响而主要表现为： (1)教师应变能力较差,缺乏对课堂突发事件准确的判断、处理能力； (2)教师知识结构不全面,尤其是在实践性知识层面,实践性知识比较零散、分散,难以有效指导新教师及时、有效解决课堂突发事件；(3)教师还缺乏良好的反思习惯,无法从实例中独创教学机智；(4)学校宏大叙事式的培养方式,缺乏对教师课堂教学实际的关注,对教师教学机智的培养,也常常被管理与培训者所忽略。综合相关资料与调查分析结果,本文认为,改进小学新教师教学机智的运用策略应通过以下几方面实现： (1)提高教师自身心理素质,从培养心理稳定性与应变能力出发,提高教师把握关键教学时机的能力； (2)教师要着重培养自身的教学实践技能,通过对学生的主体价值的尊重,立足于教学规律的教学反思来提高教学机智； (3)教师应拓展自己的学科知识,深化自身的教学理念,为教学机智的合理运用打下基础； (4)学校方面应该改善新教师的培养模式,在培训过程中提供更多基于教学现场的实例,并加强优秀教师帮带的目的性。
[Abstract]:This study focuses on solving the problem is: what is the performance of the use of teaching wit of the new primary school teachers? What are their shortcomings in using their teaching wit? How to achieve the improvement of the ability of teaching wit through the transformation of self and external conditions? Focusing on these problems, this paper first defines teaching wit as teaching art and ability based on specific teaching situation, which makes the elements of teaching match each other. Teaching wit includes teachers' agility. The ability to resolve the unexpected situation in class reasonably and effectively includes the teachers' initiative to change the teaching routine and improve the teaching efficiency according to the situation of learning, teaching content and so on. In this study, 10 teachers from Gaobanzhen Primary School in Jintang County were selected for in-depth interviews, and on this basis, two teachers Deng and Zhang were followed and observed. Finally, through the analysis of the results of the investigation, we get the conclusion of the research. This paper holds that there are the following problems in the use of teaching wit in the classroom by new primary school teachers: (1) the degree of artistic adjustment and control in the teaching process is not high, the situation is in a panic, and the rational self-control is lacking. This leads to a lack of effective communication between teachers and students, which to some extent inhibits students' participation in the classroom. It reduces the degree of transformation of teaching resources, 3) the teachers lack aesthetic attention to the control of teaching environment, and the teaching atmosphere is not conducive to the students' learning. 4) the teachers have the tendency of mechanical imitation when they learn from the teaching methods of excellent teachers. The new primary school teachers' unreasonable use of teaching wits leads to the solidification of the classroom teaching mode, the linearization of the teaching process, the simplification of the teaching process, and the difficulty of producing a highly efficient classroom with rich changes. Psychology, sociology and other relevant theories, to explore its reasons, this paper believes that the use of teaching wit of new primary school teachers is due to the teachers' learning background, entering the school, The influences of self-motivation and other factors are as follows: (1) teachers' ability to adapt to emergencies, lack of accurate judgment and ability to deal with unexpected events in class; (2) teachers' knowledge structure is not comprehensive, especially at the level of practical knowledge. Practical knowledge is scattered and scattered, so it is difficult to effectively guide new teachers in time and effectively solve classroom emergencies. Teachers still lack good reflective habits and can not create original teaching wits from examples. The lack of attention to teachers' classroom teaching and the training of teachers' teaching tact are often ignored by management and trainers. The strategies for improving the teaching wits of new primary school teachers should be realized in the following aspects: 1) improving teachers' psychological quality, starting from cultivating psychological stability and adaptability; To improve the ability of teachers to grasp the key teaching opportunities, teachers should focus on cultivating their own practical teaching skills and respect the students' main value. Teachers should expand their subject knowledge, deepen their teaching ideas, lay a foundation for the rational use of teaching wit, and improve the training mode of new teachers in schools. In the course of training, provide more examples based on teaching field, and strengthen the purpose of excellent teachers.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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