山西省小学体育教师对教材认识与使用的调查研究

发布时间：2018-06-17 00:05

本文选题：小学 + 体育教师　；参考：《山西师范大学》2015年硕士论文

【摘要】：在教学中，教师、学生、教材为三大基本要素，其中，教材是教师与学生的中介。教师对教材的认识与使用水平，对教学效果而言，起着极为重要的作用。本研究通过研究山西省小学体育教师对教材认识与使用的情况，旨在提高小学体育教师对教材的认识与使用水平，进而提高小学体育教学质量，达到增强儿童体质，增进儿童健康水平的目的。本研究主要采用问卷调查的方法，从教材认识、教材使用、教材管理、教材使用效果的影响因素四方面，分析山西省小学体育教师对教材的认识与使用的情况。研究结果表明，山西省小学体育教师对教材的认识总体情况良好，较为深入。教材本质认识方面，使用人民教育出版社、教育科学出版社、华东师范大学出版社教材的教师对教材本质都有深入、准确的认识。城市教师对教材重要性认可度低于农村教师。教材对学生主体地位的体现，城市教师的认可度高于农村教师；教材对教师引导作用的体现，农村教师的认可度高于城市教师。城市教师比农村教师对课改后的新理念的认识要好。教材结构方面，教育科学出版社教材比人民教育出版社、华东师范大学出版社教材设计要好。而教材内容方面，教育科学出版社比人民教育出版社、华东师范大学出版社教材的内容要差。此外，教材难度更适合城市教师,而教材拓展性对农村教师更为有利。教材作用方面，人民教育出版社、华东师范大学出版社教材对教师的作用明显，教育科学出版社教材对学生的作用明显。城市教师注重教材对学生的作用，农村教师注重教材对教师的作用。教师对教材的使用方面：课前，职称越高的教师对教材内容编排顺序的调整、对教材资源的挖掘、对相关教材资源的整合情况越好。课堂教学中，绝大多数教师根据教学实际情况对教材内容进行调整，其中，小教高级和未定职称的教师对教材内容的调整最为灵活；教师能充分利用随机生成的资源，教龄为11—15年的教师最善于利用随机生成的资源。课后，，教师对教材使用反思情况较差，但相对来说，职称越高，反思教材使用效果情况越好。教材使用管理方面，教材使用制度执行效果、教材使用监督、教材使用的评价情况均不理想。多数教师认为有必要对教材使用进行专门培训。教材使用效果影响因素方面：教师自身内在因素比外在因素对教材的使用效果影响更大。其中，教师的教学理念、教学能力对教材使用效果的影响最大。论文根据以上结论，提出相应建议。
[Abstract]:In teaching, teachers, students and textbooks are three basic elements, among which, teaching materials are the intermediary between teachers and students. Teachers' understanding and use of teaching materials play an important role in teaching effect. The purpose of this study is to improve the level of understanding and use of primary school physical education teachers in order to improve the quality of physical education teaching in primary schools and to enhance the physical fitness of children through the study of the understanding and use of teaching materials by primary school physical education teachers in Shanxi Province. The aim of improving children's health. This research mainly adopts the questionnaire survey method, from the teaching material cognition, the textbook use, the textbook management, the textbook use effect influence factor four aspects, analyzes Shanxi Province elementary school physical education teacher to the textbook understanding and the use situation. The results show that the PE teachers in Shanxi Province have a good understanding of the teaching materials. In terms of understanding the nature of teaching materials, teachers who use the textbooks of the people's Education Press, Educational Science Press and East China normal University Press have a deep and accurate understanding of the nature of the textbooks. Urban teachers' recognition of the importance of teaching materials is lower than that of rural teachers. The recognition degree of urban teachers is higher than that of rural teachers, and the recognition degree of rural teachers is higher than that of urban teachers. Urban teachers have a better understanding of the new ideas after the reform than rural teachers. In terms of teaching material structure, the textbook design of Educational Science Publishing House is better than that of people's Education Press and East China normal University Press. The teaching material content of educational science publishing house is worse than that of people's education publishing house and East China normal University Press. In addition, the difficulty of teaching materials is more suitable for urban teachers, and the expansion of textbooks is more favorable for rural teachers. In terms of the role of teaching materials, people's Education Press and East China normal University Press play a significant role on teachers, and educational science publishing materials on students. Urban teachers pay attention to the role of textbooks to students, rural teachers pay attention to the role of textbooks to teachers. The use of teaching materials: before class, the higher the title of teachers to the textbook content arrangement order adjustment, the mining of teaching materials resources, the better the integration of related teaching materials resources. In classroom teaching, most teachers adjust the content of textbooks according to the actual situation of teaching, among which, the senior and unqualified teachers in primary schools are the most flexible in adjusting the contents of textbooks, and teachers can make full use of randomly generated resources. Teachers with a teaching age of 11-15 years are the best at making use of randomly generated resources. After class, teachers reflect on the use of textbooks worse, but relatively speaking, the higher the title, the better the use of reflective textbooks. In the aspect of teaching material use management, the effect of teaching material use system, the supervision of teaching material use and the evaluation of teaching material use are not ideal. Most teachers consider it necessary to conduct special training on the use of teaching materials. The factors influencing the effect of teaching materials use: teachers' own internal factors have more influence on the use of teaching materials than external factors. Among them, teacher's teaching idea and teaching ability have the most influence on the effect of teaching material. According to the above conclusion, the paper puts forward the corresponding suggestions.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8

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