农村小学小班化教学问题研究

发布时间：2018-05-25 10:48

本文选题：农村小学 + 小班化教学　；参考：《天津师范大学》2015年硕士论文

【摘要】：随着我国社会不断进步,农村地区教育水平落后的现实越来越受到关注,农村地区需要公平优质的教育。小班化教学作为一种新的教学组织形式,是指在小班中实行的以每一个学生得到全面而个性化的发展为理念的教育。在农村小学实行小班化教学有利于改善农村教育现状,提高学生受教育水平,实现教育公平。农村地区近年来由于各种原因,生源大大减少,为实行小班化教学提供了良好的条件。本文整理国内国外相关文献资料,对小班化教学进行了理论分析,并运用问卷调查法和访谈法等,调查发现农村小学小班化教学中存在许多问题,对问题原因进行分析并针提出建议。本文分为五个部分：第一部分为本文的绪论部分,绪论部分主要包括四个方面,分别为农村小学小班化教学研究的背景、目的和意义、研究方法,核心概念界定。第二部分为研究综述,通过文献资料的阅读整理,对国内国外关于小班化教学和农村小班化教学的研究进行了分类和总结,借鉴经验并总结现有研究的不足。第三部分为理论分析,主要包括小班化教学的产生与价值,小班化教学的要素两大部分。按照教学组织形式的发展过程阐释了小班化教学的产生过程,阐述了小班化教学对于学生、教师和学校价值,并分析了小班化教学的要素,包括教学环境、教学理念、教学策略和教学评价四个方面。第四部分是对农村小学小班化教学的现状分析并通过分析发现问题。选取河北省地区小学作为研究对象,主要采取问卷调查法和访谈法。访谈对象为发放问卷的每所学校的2-3教师。由于农村地区学校教师数量有限,所以共发放80份问卷。经过数据分析和对教师的访谈,发现与理想的小班化教学形式相比,农村地区小学主要存在四个方面的问题：座位编排僵化,班级气氛沉闷、公平个性优质的教学理念并没有完全确立、教学以讲授为主,学生参与程度低、教学评价注重成绩,忽视学生个性特点。第五部分是原因分析与对策。原因主要包括四方面：农村地区资源短缺,师资结构不合理、缺乏合理培训,教师对教学理念理解不够、教师缺乏压力,没有改变教学现状的动力和现实的选拔制度,制约着评价方式的选择。然后根据问题原因提出有针对性的对策：加大对农村地区资源倾斜,均衡师资、转变培训方式,帮助教师进行教学理念的内化、建立有效机制,提高教师进行教学的积极性、运用多元评价,促进学生个性发展。
[Abstract]:With the development of our society, the backward education level in rural areas has been paid more and more attention. Rural areas need fair and high quality education. As a new form of teaching organization, small class teaching refers to the education in small class which is based on the idea that every student gets comprehensive and individualized development. The implementation of small class teaching in rural primary schools is conducive to improving the present situation of rural education, improving the education level of students and realizing education fairness. In recent years, the number of students in rural areas has been greatly reduced due to various reasons, which provides a good condition for the implementation of small class teaching. This article collates the domestic and foreign related literature material, carries on the theory analysis to the small class teaching, and uses the questionnaire survey and the interview method, finds that there are many problems in the small class teaching in the rural primary school. Analyze the cause of the problem and give some advice. This paper is divided into five parts: The first part is the introduction part of this paper, the introduction part mainly includes four aspects, respectively, for the background, purpose and significance, research method, core concept definition of the rural primary school small class teaching research. The second part is a summary of the research, through the reading of literature, the domestic and foreign research on small class teaching and rural small class teaching are classified and summarized, and draw lessons from the experience and summarize the shortcomings of the existing research. The third part is the theoretical analysis, including the emergence and value of small class teaching, the elements of small class teaching. According to the development process of teaching organization, this paper explains the process of producing small class teaching, expounds the value of small class teaching to students, teachers and schools, and analyzes the elements of small class teaching, including teaching environment and teaching idea. Teaching strategy and teaching evaluation. The fourth part analyzes the current situation of small class teaching in rural primary schools and finds out the problems. Primary schools in Hebei Province were selected as the research object, mainly by questionnaire survey and interview method. The interview subjects were 2-3 teachers from each school who distributed the questionnaire. Due to the limited number of school teachers in rural areas, a total of 80 questionnaires were distributed. Through data analysis and interviews with teachers, it is found that there are four main problems in primary schools in rural areas compared with the ideal small class teaching form: rigid seating arrangement, dull class atmosphere, The teaching concept of fair personality and high quality is not completely established, teaching is mainly teaching, the degree of student participation is low, teaching evaluation pays attention to achievements, and neglects the characteristics of students' personality. The fifth part is the reason analysis and countermeasure. The main reasons include: shortage of resources in rural areas, unreasonable structure of teachers, lack of reasonable training, lack of understanding of teaching concepts, lack of pressure on teachers, lack of motivation to change the current situation of teaching and realistic selection system. It restricts the choice of evaluation mode. Then according to the causes of the problems, the author puts forward some countermeasures: increasing the inclination of resources in rural areas, balancing teachers, changing training methods, helping teachers internalize teaching ideas, establishing effective mechanisms, and improving teachers' enthusiasm in teaching. Use multiple evaluation to promote the development of students' personality.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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