广西农村地区小学语文教师教学用书使用现状调查

发布时间：2018-04-30 22:27

本文选题：小学语文 + 教师教学用书　；参考：《广西师范学院》2015年硕士论文

【摘要】：教材是教学活动的重要凭借,是教学内容最基本的载体,是达成教学目标的物质基础。随着我国基础教育课程改革的深入与发展,中小学教材的建设问题得到了越来越多的关注。社会各界把目光都投向了教材中的主体部分——“学生用书”,却忽视了与课本相配套的教师教学用书。当前教师教学用书的使用情况如何?特别是对于教学资源贫瘠的广大农村地区,教师们如何看待和使用教师教学用书?他们需要什么样的教学用书?等等,这些都是基础教育界值得思考与探索的问题。为了深入了解教学用书的使用状况,关注西部农村教育,本研究试从小学语文学科方向出发,以广西农村地区教师为观察和调查对象进行调查研究,并对此进行结果分析及研究,以期给农村语文教师教育提供有关参考及启示。本文主要分为三大板块。第一板块为引言部分,对本研究的问题缘起、已有研究、研究价值、研究思路与方法四个方面进行介绍,从宏观层面系统了解本文的思路和脉络。本文主要采取了文献分析法、问卷调查法、访谈法、内容分析法等研究方法。第二部分是本研究的主体部分,即广西农村地区小学语文教师教学用书的使用状况调查。调查涵盖了问卷调查、案例研究和文本研究三个方面。为了真实了解广西地区农村小学教师教学用书使用状况,本问卷调查对广西农村地区320位小学语文教师展开问卷调查。选取了具有代表性的农村小学语文课堂案例进行分析并对农村教师访谈。最后,对最具代表性的人教版小学语文教师教学用书进行文本分析,深度剖析,发掘问题。根据以上调查结论,分析得到当前教师教学用书的使用存在以下两方面问题,一方面是教师教学用书编写不足,包括教师教学用书使用指导模糊、对教师用书的定位不准确、教学理念亟待更新等编写理念误区,同时还存在着结构单一、内容单薄、缺少教学设计、教师用书编写不能很好照顾农村教师等内容上的不足。另一方面是使用者存在着城乡差异大、教师素养短缺、功利化语文教学和默许教参代替学生思维等使用方面的问题。第三部分,基于上文的研究,对当前小学语文教师教学用书的开发和使用提出两方面的建议。作为开发者,应关注农村小学教师需求、增加新教育发展理论介绍、增强学生学习指导、与时俱进不断更新;作为使用者,要树立正确使用教师教学用书的理念、加强教师培训、学习教育信息化、科学安排语文基本功训练。
[Abstract]:Teaching material is an important basis for teaching activities, the most basic carrier of teaching content and the material basis for achieving teaching objectives. With the deepening and development of basic education curriculum reform in China, the construction of primary and secondary school textbooks has been paid more and more attention. All walks of life have turned their eyes to the main part of the textbook, "the student book", but neglected the teacher's teaching book which matched with the textbook. What is the current use of teachers' teaching books? Especially for the vast rural areas where teaching resources are poor, how do teachers treat and use teachers' teaching books? What kind of teaching books do they need? And so on, these are the basic education circles worth pondering and exploring the question. In order to deeply understand the use of teaching books and pay attention to the rural education in western China, this study takes teachers in rural areas of Guangxi as the objects of observation and investigation, starting from the direction of Chinese subjects in primary schools. And carries on the result analysis and the research to hope to provide the relevant reference and the enlightenment to the rural Chinese teacher education. This paper is divided into three major plates. The first part is the introduction, which introduces the origin of the problem, research value, research ideas and methods, and systematically understand the ideas and context of this paper from the macro level. This paper mainly adopts literature analysis, questionnaire, interview, content analysis and other research methods. The second part is the main part of this study, that is, the use of primary school Chinese teachers in rural areas of Guangxi. The investigation covers three aspects: questionnaire, case study and text study. In order to understand the use of teaching books for rural primary school teachers in Guangxi, the questionnaire survey was conducted among 320 primary school Chinese teachers in rural areas of Guangxi. A representative case of Chinese classroom in rural primary schools is selected to analyze and interview rural teachers. Finally, the text analysis, deep analysis and exploration of the most representative teaching books for primary school Chinese teachers are carried out. According to the above investigation conclusions, we can find that there are two problems in the use of teachers' teaching books. On the one hand, they are insufficient in the writing of teaching books, including vague guidance for the use of teaching books, and inaccurate positioning of teachers' books. The teaching idea needs to be updated and so on. At the same time, there are still some problems in the content, such as single structure, weak content, lack of teaching design, and the lack of good care for rural teachers in the writing of teachers' books. On the other hand, there are some problems such as great difference between urban and rural areas, shortage of teachers' literacy, utilitarian Chinese teaching and tacit approval of teaching reference instead of students' thinking. The third part, based on the research above, puts forward two suggestions on the development and use of teaching books for primary school Chinese teachers. As a developer, we should pay attention to the needs of rural primary school teachers, increase the introduction of new educational development theories, strengthen students' study guidance and keep up with the times, as users, we should set up the idea of correctly using teachers' teaching books. Strengthen teacher training, study education information, scientific arrangement of Chinese basic skills training.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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