本文關(guān)鍵詞： 語文教師 教學(xué)觀念 問題調(diào)查 歸因分析　出處：《西南大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：教師是課堂教學(xué)的執(zhí)行者,決定其教學(xué)效果的行為人,但教師在教學(xué)中作出何種行為,則是受其教學(xué)觀念的影響。觀念是行為的先導(dǎo),要使教師培養(yǎng)出來的學(xué)生符合當(dāng)今人才的需求,首先必須正視教師的教學(xué)觀念,只有符合時(shí)代需求觀念作用于實(shí)際教學(xué),才能培養(yǎng)出符合社會(huì)需要的人才。語文學(xué)科是我國(guó)的一門基礎(chǔ)學(xué)科,語文的學(xué)習(xí)是我國(guó)國(guó)人學(xué)習(xí)其他知識(shí)的基礎(chǔ),人們的衣、食、住、行等方方面面都要依賴于語文知識(shí)和語文素養(yǎng)。語文教師的教學(xué)對(duì)學(xué)生的生存和發(fā)展有著舉足輕重的作用。因此,語文教師必須不斷地更新和發(fā)展自身的教學(xué)觀念,引導(dǎo)并生成持久而有效地教學(xué)行為,高效完成語文教學(xué)目標(biāo)。本文首先從理論上對(duì)語文教師教學(xué)觀念進(jìn)行闡明,再通過實(shí)證研究了解語文教師教學(xué)觀念的現(xiàn)狀,進(jìn)一步分析其存在的問題及影響因素,并試圖尋求語文教師教學(xué)觀念更新與轉(zhuǎn)變的有效途徑。本論文包括緒論及三部分。緒論主要闡述了本文的選題緣由、國(guó)內(nèi)外研究現(xiàn)狀、研究意義、研究思路與方法等。第一部分首先以現(xiàn)象描述分析學(xué)為理念基礎(chǔ)闡釋了教師教學(xué)觀念的形成,并在此基礎(chǔ)上,對(duì)相關(guān)概念進(jìn)行界定。然后就語文學(xué)科本身所具有的性質(zhì)歸納出語文教師教學(xué)觀念的特點(diǎn),即語言交流和表達(dá)的工具性；人—人、人—文交流的情感性；陶冶心靈的審美性；開放而有活力的生活性。隨后對(duì)語文教師教學(xué)觀的應(yīng)然狀態(tài)從學(xué)習(xí)與教學(xué)的本質(zhì)、教師與學(xué)生的角色、教學(xué)目標(biāo)、教學(xué)內(nèi)容和教學(xué)方法等要素進(jìn)行逐一闡釋。最后再闡明語文教師教學(xué)觀念對(duì)語文教學(xué)的重要意義。第二部分主要是對(duì)語文學(xué)科教師教學(xué)觀念的諸多影響因素進(jìn)行歸納和總結(jié),主要是從主觀因素與客觀因素兩方面進(jìn)行闡述。主觀因素主要包括教師的個(gè)人經(jīng)歷、職業(yè)理想和人格特征等,客觀因素主要包括學(xué)校方化、物質(zhì)待遇和教師評(píng)價(jià)制度等。第三部分是本文的主體部分,主要通過問卷法及訪談法了解語文教師教學(xué)觀念的現(xiàn)狀及存在的問題。通過問卷調(diào)查顯示,廣大教師在教學(xué)與學(xué)習(xí)的本質(zhì)、教師與學(xué)生角色、教學(xué)內(nèi)容、教學(xué)方式等方面的看法與態(tài)度與新課程改革所提倡的教育教學(xué)理念普遍相符,但在實(shí)際教學(xué)中卻出現(xiàn)“穿新鞋走老路”的現(xiàn)象,也有部分教師對(duì)新課程教學(xué)理念的理解出現(xiàn)偏差,使教學(xué)效果未達(dá)到預(yù)期目標(biāo)�？偨Y(jié)起來,存在的問題主要有：教學(xué)內(nèi)容上仍是知識(shí)為中心、教學(xué)方式上以講授為主、學(xué)生的主體性仍未得到充分體現(xiàn)、“泛人文性”現(xiàn)象、“語文課不能上成政治課”的形式主義等等。接著對(duì)這些問題作了歸因分析,主要的影響因素有：教師個(gè)人智力、能力及努力程度；學(xué)生素質(zhì)；學(xué)校文化；考試評(píng)價(jià)制度；家庭因素等。第四部分是對(duì)語文教師教學(xué)觀念的形成與轉(zhuǎn)變提供幾條建議：語文教師自身不斷地成長(zhǎng)與發(fā)展、學(xué)校教學(xué)管理體制的改革和完善、正確引導(dǎo)家長(zhǎng)的教育觀念等。
[Abstract]:The teacher is teaching the implementation, decide the teaching effect of behavior, but the teachers make what kind of behavior in the process of teaching, it is influenced by the teaching idea. The idea is forerunner of behavior, to make teachers students meet the demand of talents, we must first recognize teachers' teaching ideas, only to meet the the needs of the times the concept of the role in the actual teaching, to cultivate talents to meet the social demands. The Chinese language is a basic subject in China, Chinese learning is the foundation of our country people to learn other knowledge, people's clothing, food, housing, transportation and other aspects will depend on the language knowledge and language literacy. Plays an important role in the survival and development of Chinese teachers' teaching to the students. Therefore, teachers must constantly update and develop their own teaching ideas, guide and generate lasting and effective teaching behavior, high end As the target of language teaching. This paper from the theory of Chinese teachers' teaching ideas are clarified, through empirical research to understand the status quo of Chinese teachers' teaching concept, further analysis of the existing problems and influencing factors, and to seek effective ways for Chinese teachers' teaching idea renewal and change. This paper includes the introduction and three part introduction. Mainly expounds the reason of this topic, research status, research significance, research ideas and methods. The first part is the concept of phenomenology to explain the basis form teaching concepts, and on this basis, the definition of related concepts. Then the nature of the Chinese subject itself has summed up the characteristics of Chinese teachers' teaching ideas, and the expression of language communication tools; people, people of the emotional communication; aesthetic open and cultivate the soul; Life is dynamic. Then the essence should be Chinese teachers' view of teaching from learning and teaching, teachers and students' role, teaching goals, one by one interpretation elements of teaching contents and teaching methods. Finally, Chinese teachers teaching ideas have important significance for Chinese teaching. The second part is the main influence factors on Chinese teachers' teaching concept and summarized, mainly from the two aspects of subjective factors and objective factors. Subjective factors include teachers' personal experience, occupation ideal and personality characteristics, subjective factors mainly include school culture, material treatment and teacher evaluation system. The third part is the main part of this paper to understand the status quo of Chinese teachers, teaching concepts and problems mainly through questionnaires and interviews. Through the questionnaire survey, the majority of teachers in teaching and learning The essence of learning, the role of teachers and students, teaching contents, teaching methods and other aspects of the views and attitudes with the new curriculum reform advocates the education teaching idea is generally consistent, but in the actual teaching is "wear new shoe to take old road" phenomenon, there are some teachers' teaching idea of the deviation of understanding of the new curriculum so, the teaching effect did not reach the expected goal. To sum up, the main problems are: the teaching content is the knowledge as the center, the teaching method based on teaching, students' subjectivity has not been fully reflected, "panhumanism" phenomenon, "the Chinese class isn't a political lesson" formalism. Then on these issues, analyzed the causes, the main influencing factors are: Teachers' personal intelligence, ability and effort; quality of students; school culture; examination and evaluation system; family factors. The fourth part is on the Chinese There are several suggestions for the formation and transformation of teachers' teaching ideas: the growth and development of Chinese teachers themselves, the reform and improvement of school teaching management system, and the correct guidance of parents' educational concepts.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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本文編號(hào)：1515335