中学历史初任教师课堂教学能力提升途径研究

发布时间：2018-09-19 07:23

【摘要】：新一轮基础教育课程改革,对中学历史初任教师的课堂教学能力提出更高要求。努力拓展历史教师职业空间,深化教师角色自我认同,坚定历史传承责任,将更有效地实现中学历史教学育人目标。初任历史教师课堂教学能力深切影响课堂教学效果,提高中学历史初任教师的课堂教学能力,对提高历史学科教学水平,提高历史专业师资业务能力,加深课堂历史文化认知及身份认同,塑造全球话语环境中的“中国人”意识,有着关键作用。任教最初几年,是从学生向教师角色转变,教师理论与实践磨合阶段,也是体验职业责任,感知角色功能的重要阶段。该阶段行为与认知会对教师职业生涯产生重要影响。对于初任教师来说,一方面专业素养与课堂技能有所欠缺,另一方面在心理上感受到来自学校、家长与学生等的工作压力,同时初任教师在课堂中存在着较多无效且不尽合理科学的教学行为。论文从中学历史初任教师这一特定角色关注入手,通过调查问卷,了解初任历史教师课堂教学能力存在普遍问题,分析初任历史教师出现问题的原因,并提出有利初任历史教师课堂教学能力提高的有效策略。论文针对以下几个关键问题进行研究。首先,中学历史初任教师在课堂教学能力方面普遍现状与问题。历史教师在初任期缺乏相应课堂教学技巧,教学行为多无效,课堂把控能力低下,教师研究能力较弱。其次,对中学历史初任教师存在问题进行原因分析。初任历史教师岗前教育与课堂实践结合较少,初任期职业角色转换复杂,历史专业知识与教育理论欠缺等原因造成初任历史教师课堂教学能力水平不高。再次,初任历史教师入职后在知识素养方面也须重新储备,包括对专业知识的运用上重新调整,教师实践性知识理论的重新积累及教师职业敏感的重新培养。接着,对中学历史初任教师在提高课堂教学能力方面与角色职业空间拓展的关系进行研究。初任历史教师对“课堂教学”场域的全新认识,及教学实践能力从“实习”向“实战”转变,都与其在初任期角色适应问题有关。最后,从主观动力与客观因素两方面探讨提高中学历史初任教师课堂教学能力的途径。
[Abstract]:A new round of basic education curriculum reform puts forward higher requirements for the classroom teaching ability of the new history teachers in middle schools. To expand the career space of history teachers, deepen teachers' role self-identity, and strengthen the responsibility of historical inheritance will achieve the goal of educating students in history teaching in middle schools more effectively. The classroom teaching ability of the new history teacher deeply affects the classroom teaching effect, improves the classroom teaching ability of the history teacher of middle school, improves the teaching level of the history subject, and improves the professional ability of the history teacher. It plays a key role in deepening classroom historical and cultural cognition and identity and shaping the consciousness of "Chinese" in the global discourse environment. The first few years of teaching are the transition from student to teacher role, the running-in stage of teacher's theory and practice, and the important stage of experiencing professional responsibility and perceiving the function of role. This stage of behavior and cognition will have an important impact on the teacher's career. For new teachers, on the one hand, there is a lack of professional accomplishment and classroom skills, on the other hand, they feel the psychological pressure from school, parents and students, etc. At the same time, there are many ineffective and unreasonable scientific teaching behaviors in the classroom. Starting with the concern of the special role of the new history teacher in middle school, this paper, through the questionnaire, finds out that there are common problems in the classroom teaching ability of the new history teacher, and analyzes the reasons for the problems of the new history teacher. And put forward effective strategies to improve the classroom teaching ability of the new history teachers. This paper focuses on the following key issues. First of all, the current situation and problems in the classroom teaching ability of the junior middle school history teachers. The history teachers lack the corresponding classroom teaching skills in the early term, the teaching behavior is more ineffective, the classroom control ability is low, the teachers' research ability is weak. Secondly, the causes of the problems of the new teachers in middle school history are analyzed. The combination of pre-employment education and classroom practice of the new history teacher is less, the transition of career role in the initial term is complicated, and the lack of history professional knowledge and educational theory leads to the low level of classroom teaching ability of the new history teacher. Thirdly, it is necessary to re-reserve the knowledge literacy of the new history teacher, including the readjustment of the application of professional knowledge, the re-accumulation of teachers' practical knowledge theory and the re-cultivation of teachers' professional sensitivity. Then, the relationship between the improvement of classroom teaching ability and the expansion of role-career space is studied. The new understanding of the field of "classroom teaching" and the transformation of teaching practice ability from "practice" to "actual combat" are all related to the adaptation of their roles in the early term. Finally, this paper discusses the ways to improve the classroom teaching ability of the new teachers of middle school history from the aspects of subjective motivation and objective factors.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

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