小学语文教师教学风格现状及形成路径探究

发布时间：2018-10-11 19:35

【摘要】：我国已多次进行基础教育课程改革，国家及社会日益重视学生的全面发展、个性化发展，对教师的要求也越来越高，呼唤教师形成个性化的教学风格。中小学教师教学风格的研究成为世界教师教育发展的一股潮流，也适应了我国基础教育课程改革和教师专业发展的内在要求。教学风格是教学艺术趋于成熟的标志，是教师专业发展到一定高度的产物。小学语文课程是我国基础教育课程体系的重要组成部分，具有不可替代的地位和意义，小学语文教师担负着培养国民语言表达能力、传播母语文化的重任。小学语文教师带领小学生开启知识的大门，可谓小学生人生的启蒙者。因此，研究小学教师个性化教学风格的形成势在必行。本研究主体由五部分组成，第一章是绪论，，介绍了研究缘起，笔者搜集了相关论文进行分析，发现文献中不区分学科、学段的教学风格研究占了相当大的比重，这并不利于指导一线教师形成教学风格。本研究具有理论意义和实践意义，采用了文献法、调查法和案例法进行研究。第二章是文献综述，由教学风格和小学语文教学风格两个层次构成。整理和归纳了国内外关于教学风格的研究，涉及教学风格的概念、分类、意义、形成途径等四个方面。语文教学风格的论述主要以国内学者的观念为准，在此基础上笔者将小学语文教学风格定义为：小学语文教师在长期的教学实践中，在一定的教育思想和教育理论的指导下，针对小学阶段的教学对象及教材，以自身个性、特长为依托，逐步形成的富有成效的教学方法、教学技能及教学艺术等方面特点的综合。小学语文教师教学风格类型则包括自然型、情感型、理智型、幽默型和交叉综合型。第三章是问卷与案例分析，通过发放自编的《小学语文教师教学风格调查问卷》了解小学语文教师对教学风格的认识与看法，然后呈现三位普通教师成长为风格鲜明的小学语文教师的案例，揭示现阶段小学语文教师教学风格形成过程中存在的问题。在第四章解读了小学语文教学名师的教学风格，分析名师的教育思想及课堂教学行为，启发一线教师。第五章从教育部门、学校、教师自身三个方面提出了小学语文教师形成教学风格的路径，希冀调动内外在有利因素，创设条件为小学语文教师形成个性化的教学风格提供操作性较强的建议与对策。教学风格的形成非一日之功，希望本研究能为小学语文教师形成教学风格提供一些借鉴与参考。
[Abstract]:Our country has carried on the basic education curriculum reform many times, the country and the society pay more and more attention to the student's all-round development, the individualized development, the request to the teacher is also higher and higher, calls for the teacher to form the individualized teaching style. The research on the teaching style of primary and secondary school teachers has become a trend in the development of teachers' education in the world, and has also adapted to the inherent requirements of the curriculum reform of basic education and the professional development of teachers in China. Teaching style is the sign of maturity of teaching art and the product of teacher's professional development. The primary school Chinese curriculum is an important part of the basic education curriculum system in our country, which has irreplaceable status and significance. The primary school Chinese teachers bear the heavy responsibility of cultivating the national language expression ability and spreading the native language culture. Primary school language teachers lead pupils to open the door of knowledge, is the enlightenment of primary school life. Therefore, it is imperative to study the formation of individualized teaching style of primary school teachers. The main body of this study is composed of five parts. The first chapter is the introduction, which introduces the origin of the research. The author collects and analyzes the relevant papers, and finds that there is no distinction between the subjects in the literature, and the teaching style of the learning section accounts for a considerable proportion. This is not conducive to guiding teachers to form a teaching style. This study is of theoretical and practical significance, using literature, investigation and case law to study. The second chapter is a literature review, which consists of two levels: teaching style and primary school Chinese teaching style. This paper summarizes the research on teaching style at home and abroad, including the concept, classification, significance and formation of teaching style. The discussion of Chinese teaching style is mainly based on the ideas of domestic scholars. On this basis, the author defines the teaching style of primary school Chinese as: in the long term teaching practice of primary school Chinese teachers, under the guidance of certain educational thought and educational theory, In view of the teaching objects and teaching materials in primary school stage, the characteristics of effective teaching methods, teaching skills and teaching art have been gradually formed based on their own personality and specialty. The teaching styles of primary school Chinese teachers include natural type, emotional type, rational type, humorous type and cross-synthesis type. The third chapter is the questionnaire and case analysis, through the distribution of the "Primary School Chinese teacher Teaching style questionnaire" to understand the primary school language teachers' understanding of teaching style and views. Then it presents the case of three ordinary teachers growing up to be Chinese teachers in primary schools, revealing the problems existing in the forming process of the teaching styles of primary school Chinese teachers at this stage. In the fourth chapter, the author interprets the teaching style of the famous teachers in primary school Chinese teaching, analyzes the educational thought and classroom teaching behavior of the famous teachers, and enlightens the front-line teachers. The fifth chapter puts forward the way to form the teaching style of primary school Chinese teachers from three aspects of education department, school and teachers themselves, hoping to mobilize the favorable factors inside and outside. The creation conditions provide operable suggestions and countermeasures for primary school Chinese teachers to form individualized teaching style. It is hoped that this study can provide some reference for primary school Chinese teachers to form teaching style.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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