小学数学新手教师的教学设计与课程标准的一致性研究

发布时间：2018-05-01 18:25

本文选题：教学设计 + 课程标准　；参考：《华东师范大学》2015年硕士论文

【摘要】：二十一世纪之初,我国进行了一次基础教育课程改革,上海市被允许独立制定课程标准。这次课程改革、课程标准和教师专业发展都对教师教育教学能力提出了明确的要求。国家课程标准是教材编写、教学、评估和考试命题的依据,高学历新手教师作为教师队伍的重要组成部分,对课程标准的认识程度如何呢?笔者通过比较新手教师的教学设计与课程标准的一致性程度来回答这一问题。本研究以布卢姆认知目标新分类理论为理论基础,借鉴韦伯一致性分析模式的评判标准,建立了一个教学设计与课程标准一致性分析评判框架。本研究以三位高学历新手教师提供的九份教学设计为研究样本,从教学目标与课程标准、教学过程与课程标准、教学评价与课程标准这三个层面比较知识种类维度、认知水平维度和综合维度的一致性水平。研究发现高学历新手教师的教学设计与课程标准之间的一致性总体水平较好；高学历新手教师均能完成教学任务,但教学设计水平有差异；学历新手教师在基于课程标准进行教学设计方面不具有显著优势,小学数学高学历新手教师应深入研究课程标准,促进专业发展。
[Abstract]:At the beginning of 21 ~ (th) century, China carried out a basic education curriculum reform, and Shanghai was allowed to set curriculum standards independently. The curriculum reform, curriculum standards and teacher professional development all put forward clear requirements for teachers' teaching ability. The national curriculum standard is the basis of textbook compilation, teaching, evaluation and examination. What is the degree of understanding of the curriculum standard for novice teachers with high qualifications as an important part of the teaching staff? The author answers this question by comparing the degree of consistency between the teaching design of novice teachers and the curriculum standard. Based on the new classification theory of Bloom's cognitive goals and the evaluation criteria of Weber's consistency analysis model, a framework for the consistency analysis of teaching design and curriculum standards is established in this study. This study takes nine teaching designs provided by three novice teachers with high academic qualifications as the research samples, and compares the three dimensions of knowledge types from three levels: teaching goal and curriculum standard, teaching process and curriculum standard, teaching evaluation and curriculum standard. The level of consistency between cognitive and comprehensive dimensions. It is found that the consistency between the teaching design and curriculum standards of novice teachers with high academic qualifications is good, the teachers with high academic qualifications can complete the teaching tasks, but the level of teaching design is different. Novice teachers with academic qualifications have no significant advantages in teaching design based on curriculum standards. The novice teachers with high academic qualifications in primary mathematics should deeply study the curriculum standards and promote professional development.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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