农村小学教师学科教学知识现状调查与发展策略研究

发布时间：2018-08-14 11:39

【摘要】：农村小学教师是发展我国基础教育的关键力量,推进农村小学教师的专业发展,特别是以学科教学知识为核心的教师知识的发展,对于提升农村小学教师的教学质量,对于新课改背景下的教学改革都有着重要的意义和作用。美国斯坦福大学教授舒尔曼(Shulman)在1986年提出的学科教学知识(Pedagogical Content Knowledge)被认为是教师知识的重要组成部分,在教师专业发展中起着举足轻重的地位。从农村小学教师的学科教学知识入手,是研究教师知识,提高其业务能力和教育教学质量的可行之路。本研究综合运用文献法和调查法,在借鉴国内外研究成果的基础上,选择了达州市部分县的农村小学教师为对象进行了问卷发放,对多名农村小学教师进行了深度的访谈,主要从学科教学知识包含的四个方面进行研究,包括学科专业知识、课程与教材的知识、关于学生的知识、教学策略的知识。全文分为五个部分:导论、农村小学教师学科教学知识现状调查及结果分析、农村小学教师学科教学知识不足的表征及原因分析、农村小学教师学科教学知识的发展策略、结语。通过研究发现,农村小学教师在学科教学知识上的不足主要有:学科专业专业知识不扎实、学生知识欠缺、教学策略知识薄弱、学科教学知识水平不均衡等。引发不足的原因有:职前教师培养方式不合理、职后教师培训课程设置有缺陷、学校教研机制不完善、教师缺乏自我发展意识、新老教师之间交流不足等。针对农村小学教师学科教学知识存在的不足,本论文提出了改进策略,具体包括:重构职前教师培训模式、完善职后教师培训课程体系、学校保障教师有充足的学习资源、教师自主建构学科教学知识等。
[Abstract]:Rural primary school teachers are the key force in the development of basic education in China. To promote the professional development of rural primary school teachers, especially the development of teachers' knowledge with the core of subject teaching knowledge, will improve the teaching quality of rural primary school teachers. For the new curriculum reform under the background of teaching reform has an important significance and role. In 1986, Schulman (Shulman), a professor at Stanford University, proposed that the subject teaching knowledge (Pedagogical Content Knowledge) is regarded as an important part of the teacher's knowledge and plays an important role in the teacher's professional development. Starting with the subject teaching knowledge of rural primary school teachers, it is a feasible way to study teachers' knowledge, improve their professional ability and the quality of education and teaching. This research synthetically uses the literature method and the investigation method, on the basis of drawing lessons from the domestic and foreign research results, selected the rural primary school teachers in some counties of Dazhou as the object to carry on the questionnaire distribution, carried on the in-depth interview to the many rural primary school teachers. This paper mainly studies the four aspects of the subject teaching knowledge, including the subject specialized knowledge, the knowledge of the course and the teaching material, the knowledge about the students, the knowledge of the teaching strategy. The full text is divided into five parts: introduction, investigation and result analysis of the present situation of rural primary school teachers' subject teaching knowledge, the representation and reason analysis of the lack of rural primary school teachers' subject teaching knowledge, and the development strategy of rural primary school teachers' subject teaching knowledge. Conclusion Through the research, it is found that the teachers in rural primary schools lack the knowledge of subject and specialty, the students lack the knowledge, the knowledge of teaching strategy is weak, the level of knowledge of subject teaching is not balanced, and so on. The reasons for the shortage are: unreasonable training mode of pre-service teachers, defects of post-service teacher training curriculum, imperfect mechanism of teaching and research in schools, lack of self-development consciousness of teachers, insufficient communication between new and old teachers and so on. In view of the deficiency of the subject teaching knowledge of rural primary school teachers, this paper puts forward some improving strategies, including: reconstructing the pre-service teacher training mode, perfecting the post-service teacher training curriculum system, and ensuring the teachers to have sufficient learning resources. Teachers construct subject teaching knowledge by themselves.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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