Y初中教研活动现状调查研究

发布时间：2018-04-29 12:09

本文选题：教研活动 + 现状　；参考：《山西师范大学》2016年硕士论文

【摘要】：新一轮基础教育课程改革呼唤教师转换角色,努力由“实践型”、“经验型”逐步向“科研型”、“专家型”发展,不断提升专业素质,成为教育教学改革和实践的行家里手。作为教师专业发展的重要载体,教研活动的优质高效无疑是有关各方的关注重点。为了了解教研活动现状,本研究进行了前期文献查阅和后期实地调研。在查阅有关教研活动文献的基础上,发现现有文献对教研活动现状的普遍描述是:教研活动,尤其是初中教研活动流于形式、行政化倾向严重、效果欠佳。为了检验结论是否真实并获取更多信息,研究选取Y初中作为样本,进行详细的实地调研。实地调研综合运用访谈法、实地观摩等方法,对“教研活动主题、形式、氛围、效果、评价”等几个方面进行了观察和访谈。研究发现:(1)目前Y初中教研活动的现状:教研活动主要有常规教研、随时教研、撰写教学随笔、送教下乡四种形式,主要围绕“解决周内教学困惑”和“商定下周的课程安排”两大主题开展教研活动,常规教研和随时教研对教师的帮助比较大,活动评价方面主要关注常规教研,且通过教研活动记录和教师参与次数评价,评价对象是教师和教研组长个人。(2)Y初中教研活动中存在的问题:“集体备课、听课议课评课”仍是Y初中教研活动的主流,形式传统单调;教研活动主题重课、重教材,轻教师、轻学生,针对性、连贯性不强;“自上而下”的行政化合作氛围充斥着Y初中教研活动,教师对活动的参与度不高,合作共享氛围很难形成;活动成果的传承意识淡薄,活动效果不能为全体教师共同享有;教研活动评价体系不科学,重量不重质,缺少对活动过程的发展性评价,评价主体单一,忽视对教研组团队的整体评价。Y初中教研活动中存在问题的成因分析:(A)教研活动组织过程的行政化倾向严重。这种自上而下的行政化合作方式加深了教研组成员间的等级化思想,使得教研组成员看起来都很努力,但终因朝着不同的方向而形成不了活动合力,出现“1+12”的奇怪现象;(B)教研活动目的不清;(C)主管教研领导、教研组长、教研组成员对教研活动功能认识模糊,视教研活动为例行公事,可有可无。(3)改进Y初中教研活动的建议:(A)牢固树立教研“兴教、兴校”新思想;(B)改善常规教研活动;(C)创设环境激发随时教研需求;(D)各参与主体要主动转换角色。(4)Y初中教研活动现状调研的启示:(A)研究还可以花更长时间做参与式研究,以获取更多真实信息;(B)其他学校可以将教研活动作为专业性活动进行,从而提升各参与主体对教研活动的认识;(C)从教研活动本身来讲,要想提升活动效果,需要将其作为一项专业活动开展。
[Abstract]:The new round of basic education curriculum reform calls for teachers to change their roles and make great efforts to gradually develop from "practice type", "experience type" to "scientific research type" and "expert type", improve their professional quality constantly, and become experts in education and teaching reform and practice. As an important carrier of teachers' professional development, the quality and efficiency of teaching and research activities are undoubtedly the focus of attention. In order to understand the current situation of teaching and research activities, this study carried out a preliminary literature review and later field research. On the basis of consulting the literature about teaching and research activities, it is found that the present literature generally describes the present situation of teaching and research activities as follows: teaching and research activities, especially junior high school teaching and research activities are mere formality, with serious administrative tendency and poor effect. In order to verify whether the conclusion is true and obtain more information, the study selects Y junior high school as the sample, carries on the detailed field investigation. This paper makes comprehensive use of interview method and field observation method to observe and interview the theme, form, atmosphere, effect and evaluation of teaching and research activities. The study found that the current situation of Y junior high school teaching and research activities: the main activities of teaching and research are routine teaching and research, teaching and research at any time, writing teaching essays, sending teaching to the countryside, Mainly focusing on the two major themes of "solving the confusion of teaching in the week" and "agreeing on the course arrangement for next week", we should carry out teaching and research activities. Regular teaching and research and research at any time are of great help to teachers, and the evaluation of activities mainly focuses on regular teaching and research. And through the record of teaching and research activities and the evaluation of teachers' participation times, the object of evaluation is the problems existing in the teaching and research activities of teachers and research group leaders: "preparing lessons collectively and evaluating lessons by listening to lectures" is still the mainstream of teaching and research activities in Y junior high schools. The formal tradition is monotonous; the theme of teaching and research activities is heavy, the teaching materials are more important than teachers, students, pertinence, coherence is not strong; "top-down" administrative cooperation atmosphere is full of Y junior high school teaching and research activities, teachers' participation in the activities is not high, The atmosphere of cooperation and sharing is very difficult to form; the inheriting consciousness of the results of activities is weak and the effect of activities cannot be shared by all teachers; the evaluation system of teaching and research activities is unscientific, the weight is not heavy on quality, and the developmental evaluation of the process of activities is lacking. The analysis of the causes of the problems in the teaching and research activities of Y Junior Middle School; the administrative tendency of the organizational process of the teaching and research activities is serious. This top-down approach of administrative cooperation deepens the idea of hierarchy among the members of the teaching and research group, making the members of the teaching and research group seem to be working very hard, but in the end they cannot form a resultant force of activity because they are moving in different directions. The strange phenomenon of "1 / 12" is that the purpose of the teaching and research activities is not clear.) the leaders, and members of the teaching and research groups have a vague understanding of the functions of the teaching and research activities, and regard the teaching and research activities as routine. The suggestion to improve the activity of teaching and research in Y junior high school:) firmly establish the teaching and research "to develop education," "A New idea" () improving conventional Teaching and Research activities (creating an environment to stimulate the demand for teaching and research at any time) the participants should actively change their roles. The implications of the investigation of the current situation of teaching and research activities in junior high schools can also take longer to do participatory research. In order to obtain more real information, other schools can conduct teaching and research activities as professional activities, thus enhancing the participants' understanding of teaching and research activities.) from the perspective of the teaching and research activities themselves, they want to enhance the effectiveness of the activities. It needs to be carried out as a professional activity.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G632.0

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