中小学名师教学主张生成的个案研究

发布时间：2018-05-03 22:11

本文选题：中小学名师 + 教学主张　；参考：《安徽师范大学》2017年硕士论文

【摘要】：名师教学主张是名师个体在长期的教育教学实践中逐步生成的,对教育教学独特的、稳定的、系统的认知和理解,其内含于名师自身的教学观念和教学行动中,是名师个体教学经验的升华。中小学名师作为名师群体的主力军,其教学主张生成对于基础教育阶段教学实践的开展具有重要的影响作用。本研究在对中小学名师教学主张生成进行理论阐释的基础上,采用个案研究的方法,选取小学数学名师X名师为研究对象,通过对X名师教学主张生成的过程及生成的结果的描述与呈现,探讨其教学主张生成的机制与影响因素,得出相关的研究结论,并提出促成中小学名师教学主张生成的合理化建议。X名师教学主张生成的过程与其专业发展相互呼应,分为学习内化、观察反思、实践积累、建构深化四个阶段。X名师的教学主张涵盖多个方面,教学目的观主张、教学价值观主张、教学主体观主张、教学内容观主张、教学过程观主张、教学方法观主张等观念主张与教学组织主张、教学交往主张、学习指导主张、教学评价主张等行动主张相互结合,共同构成了X名师个体的教学主张。X名师教学主张生成是多种因素综合作用的结果。在教学主张生成动力方面,X名师既受个体内在发展需要的引领,又受外在教师评价的驱动;在教学主张生成条件方面,X名师个体主张的生成既建立在自身经验图式的基础上,也离不开外在时空环境的配合;在教学主张生成路径方面,X名师主要依赖于理论学习、实践积累与同伴交流合作;在教学主张生成方式方面,X名师更多借助于理论转化与行动反思。动力、条件、路径、方式等若干要素相互交织而形成的逻辑体系就构成了X名师教学主张生成的机制。X名师个体的知识结构、能力素养、教学情感、个性品质、教学经验等内部因素,学校环境、教师团队文化、教育改革、教师培训等外部因素,教学实践等中介性影响因素都在其教学主张生成中发挥着重要的影响作用。通过对X名师教学主张生成的深入分析,得出以下结论:中小学名师教学主张生成是一个动态发展的过程;中小学名师教学主张生成是多种因素相互作用的结果;中小学名师教学主张生成彰显了个体的内在独特性;中小学名师教学主张生成以促进学生发展和教学开展为指向。为了更好的促进教学主张的生成,名师个体、学校乃至教育部门都要为之共同努力。
[Abstract]:The idea of famous teachers' teaching is that the individuals of famous teachers are gradually formed in the long term teaching practice. The unique, stable and systematic cognition and understanding of education and teaching are contained in the teaching concepts and teaching actions of famous teachers themselves. It is the sublimation of individual teaching experience of famous teachers. As the main force of the group of famous teachers in primary and secondary schools, the generation of their teaching propositions plays an important role in the development of teaching practice in the stage of basic education. On the basis of theoretical explanation of the teaching propositions of famous teachers in primary and secondary schools, this study adopts the method of case study to select X famous teachers of primary school mathematics as the object of study. Based on the description and presentation of the process and results of the formation of the teaching propositions of X teachers, the mechanism and influencing factors of the formation of their teaching opinions are discussed, and the relevant research conclusions are obtained. The paper also puts forward the rational suggestions to promote the formation of teaching propositions of famous teachers in primary and secondary schools. The process of forming teaching opinions of famous teachers in primary and secondary schools and their professional development echo each other, which are divided into learning internalization, observation and reflection, practice accumulation, etc. The teaching ideas of the teachers in the four stages of construction and deepening include the idea of teaching purpose, the view of teaching value, the view of teaching subject, the view of teaching content, the view of teaching process. Ideas such as the idea of the concept of teaching method, the idea of teaching organization, the idea of teaching communication, the idea of learning guidance, the proposition of teaching evaluation, etc., are combined with each other. The formation of X teacher's teaching proposition is the result of many factors. In terms of the generating power of teaching opinions, X teachers are guided by the internal development needs of individuals and driven by external teacher evaluation, and the generation of individual opinions of X famous teachers is based on their own experiential schemata in terms of the conditions for the formation of teaching opinions. It is also inseparable from the cooperation of external spatio-temporal environment, in the teaching advocate generation path, X teachers mainly rely on theoretical learning, practical accumulation and peer exchanges and cooperation; In the aspect of the way of teaching propositions, X teachers more rely on theoretical transformation and action reflection. The logical system formed by the interweaving of some factors, such as motive force, condition, path, way and so on, constitutes the mechanism that X teacher advocates the formation of individual knowledge structure, ability accomplishment, teaching emotion and personality quality. Internal factors such as teaching experience, school environment, teacher team culture, education reform, teacher training and other mediating factors play an important role in the formation of teaching ideas. Based on the deep analysis of the formation of the teaching propositions of X teachers, the following conclusions are drawn: the generation of teaching propositions of famous teachers in primary and secondary schools is a dynamic development process, the generation of teaching propositions of famous teachers in primary and secondary schools is the result of the interaction of many factors; The formation of the teaching propositions of famous teachers in primary and secondary schools shows the inherent uniqueness of individuals, while the generation of teaching opinions of famous teachers in primary and secondary schools is directed at promoting the development of students and the development of teaching. In order to better promote the formation of teaching ideas, famous individuals, schools and even education departments should work together for it.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0

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