本文選題：中學(xué)生物學(xué)教師 + 教學(xué)能力��； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：新課程背景下生物課程改革的順利實(shí)施,離不開(kāi)工作在一線崗位的中學(xué)生物學(xué)教師。論文從研究教師教學(xué)能力結(jié)構(gòu)出發(fā),綜述了前人對(duì)教師教學(xué)能力的研究成果,結(jié)合生物學(xué)教師教學(xué)的實(shí)際情況和生物學(xué)教學(xué)的特殊性,提出論文對(duì)中學(xué)生物學(xué)教師教學(xué)能力的結(jié)構(gòu)的認(rèn)識(shí),其次是跟蹤研究了景德鎮(zhèn)市三位中學(xué)生物學(xué)教師,并對(duì)他們做了詳細(xì)的跟蹤訪談,在認(rèn)真分析訪談內(nèi)容之后,論文開(kāi)始了對(duì)中學(xué)生物學(xué)教師教學(xué)能力結(jié)構(gòu)、教學(xué)能力存在的問(wèn)題和提高中學(xué)生物學(xué)教師教學(xué)能力的途徑研究。第一章,教師教學(xué)能力的研究,綜述了國(guó)內(nèi)外對(duì)教師教學(xué)能力的研究,主要研究的內(nèi)容包括:對(duì)教學(xué)能力性質(zhì)的認(rèn)識(shí)、教學(xué)能力概念的研究、教學(xué)能力結(jié)構(gòu)的研究、生物教師教學(xué)能力結(jié)構(gòu)的研究,提出生物教師應(yīng)該具備的教學(xué)能力結(jié)構(gòu)是生物教育教學(xué)能力;第二章,三位中學(xué)生物學(xué)教師的訪談實(shí)錄及分析,這一章內(nèi)容主要是對(duì)三位老中青三代中學(xué)生物教師的訪談內(nèi)容以及中學(xué)生物學(xué)教師教學(xué)能力結(jié)構(gòu)的分析,生物教育教學(xué)能力,主要包括生物學(xué)科專業(yè)能力、生物學(xué)科與其他學(xué)科的整合能力、生物教學(xué)設(shè)計(jì)能力、生物實(shí)驗(yàn)?zāi)芰Α⒄Z(yǔ)言表達(dá)能力,教學(xué)監(jiān)控調(diào)節(jié)能力,即處理課堂突發(fā)事件的智慧,對(duì)教學(xué)設(shè)計(jì)的靈活處理能力和生物教學(xué)過(guò)程中還會(huì)出現(xiàn)另外一種的突發(fā)情況,生物教師的教研和反思能力;第三章,影響中學(xué)生物學(xué)教師教學(xué)能力的因素分析,主要有師范教育的學(xué)業(yè)要求,不完善的在職培訓(xùn),包括流于形式的“師徒結(jié)對(duì)”、形同虛設(shè)的教師培訓(xùn)機(jī)構(gòu)、學(xué)校缺乏完善的培訓(xùn)機(jī)制,生物學(xué)科的中考高考的分?jǐn)?shù)比例,生物教師自身原因,包括生活壓力、生物知識(shí)與技能領(lǐng)域掌握的不全面、缺乏自我提升的原動(dòng)力;第四章,提升中學(xué)生物學(xué)教師教學(xué)能力的途徑,主要有師范生學(xué)業(yè)要求的改變,包括提高生物師范生課程的難度、改變生物師范生學(xué)業(yè)的評(píng)價(jià)方式、師范生自身觀念的改變,完善生物教師在職培訓(xùn),包括形成“師徒結(jié)對(duì)”校園文化、規(guī)范教師培訓(xùn)的考核機(jī)制、完善教師培訓(xùn)制度,提高良好的生物教學(xué)環(huán)境,包括建立多元的評(píng)價(jià)制度、適當(dāng)提高生物的升學(xué)的分值、學(xué)校組織并鼓勵(lì)生物教師參與教研活動(dòng),生物教師自身加強(qiáng)學(xué)習(xí)提升教學(xué)能力,包括多讀書(shū),充實(shí)腦袋、多聽(tīng)課,要?jiǎng)?chuàng)新、多做題,提高解題能力。
[Abstract]:Under the background of the new curriculum, the successful implementation of the biology curriculum reform can not be separated from the biology teachers working in the front-line positions. Based on the research on the structure of teachers' teaching ability, this paper summarizes the achievements of previous researches on teachers' teaching ability, combined with the actual situation of biology teachers' teaching and the particularity of biology teaching. This paper puts forward the understanding of the structure of middle school biology teachers' teaching ability, followed by the following study of three middle school biology teachers in Jingdezhen city, and makes a detailed follow-up interview with them, after carefully analyzing the contents of the interview, The paper begins to study the structure of teaching ability of middle school biology teachers, the problems existing in teaching ability and the ways to improve the teaching ability of middle school biology teachers. The first chapter, the research of teachers' teaching ability, summarizes the research of teachers' teaching ability at home and abroad. The main research contents include: the understanding of the nature of teaching ability, the study of the concept of teaching ability, the research of teaching ability structure. The teaching ability structure of biology teacher is the teaching ability of biology teacher. Chapter two, the interview and analysis of three biology teachers in middle school, the teaching ability structure of biology teacher should be the teaching ability of biology education. This chapter is mainly about the interview content of three senior middle school biology teachers and the analysis of the teaching ability structure of middle school biology teachers, the teaching ability of biology education, mainly including the biology subject professional ability. The ability to integrate biology with other disciplines, the ability to design biology teaching, the ability to experiment in biology, the ability to express language, the ability to monitor and adjust teaching, that is, the wisdom of dealing with unexpected events in class. There will be another kind of unexpected situation in teaching design and biology teaching process, the teaching research and reflection ability of biology teachers; the third chapter, the analysis of factors that affect the teaching ability of biology teachers in middle schools. There are mainly academic requirements for normal education, imperfect on-the-job training, including formalized "teacher and apprentice pairs", virtual teacher training institutions, lack of a sound training mechanism in schools, and the proportion of scores in the entrance examination of biology subjects. Biology teachers own reasons, including life pressure, biology knowledge and skills in the field of incomplete grasp, lack of self-promotion motivation. Chapter four, ways to improve the teaching ability of middle school biology teachers, There are mainly changes in the academic requirements of normal students, including raising the difficulty of the curriculum for biological normal students, changing the evaluation methods of the students' studies, changing their own concepts, and perfecting the in-service training of biological teachers. Including forming the campus culture of "teacher and apprentice twinning", standardizing the examination mechanism of teacher training, perfecting the teacher training system, improving the good biology teaching environment, including setting up a pluralistic evaluation system, appropriately raising the score of biological advanced education. The school organizes and encourages biology teachers to participate in teaching and research activities. Biology teachers themselves strengthen their learning and improve their teaching ability, including reading more books, enriching their brains, attending more classes, innovating, doing more problems, and improving their ability to solve problems.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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相關(guān)期刊論文 前1條

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本文編號(hào)：1791483