本文選題：農(nóng)村初中 + 教學質(zhì)量��； 參考：《南京師范大學》2015年碩士論文

【摘要】：初中教育的普及與均衡發(fā)展是維護和保障公民教育基本權(quán)利的必然要求,是實施義務教育的本質(zhì)要求。在當前深化課程改革的進程中,初中教育仍然是令人擔憂的“中間地帶”。教學質(zhì)量是一個學校的生命線,提高教學質(zhì)量是教育的一個永恒話題。加快初中教育的發(fā)展和改革,提高學校教學質(zhì)量已刻不容緩。本文選擇一所農(nóng)村中學——L校作為研究對象,圍繞L校如何通過自身改革來提升教學質(zhì)量、學生是否認可和接受學校教學改革行為以及L校如何突破發(fā)展“瓶頸”來實現(xiàn)學校的可持續(xù)發(fā)展等三個方面問題展開研究。一方面,本研究真實、客觀地呈現(xiàn)出學校提高教學質(zhì)量的實踐經(jīng)驗,供大家認識、學習、借鑒和客觀評價,希冀其他學校在借鑒學習個案學校的成功經(jīng)驗的同時跳出“照搬照套”的老路,結(jié)合L校的成長路徑,反思和創(chuàng)新自身的教育教學實踐；另一方面,結(jié)合學生問卷、教師訪談和課堂觀察等調(diào)查資料的結(jié)果分析,本文明確指出學校在師生成長、課堂教學、課程開發(fā)等方面存在的問題,希望本研究對L校走出成長的“高原期”,實現(xiàn)學�？沙掷m(xù)發(fā)展有所助益。首先,通過整理關(guān)于L校文獻,筆者發(fā)現(xiàn)已有研究主題主要集中于L校校長其人其事和“講學稿”,重復率高,極具學校的自我宣傳效果。而近幾年的研究逐步趨向?qū)Α爸v學稿”教學改革的反思性研究。鑒于已有研究的不足和研究發(fā)展趨勢,筆者以L校提升教學質(zhì)量的校本行動為研究重點,采用經(jīng)驗總結(jié)法,從學校課程開發(fā)、教學活動、教學評價等三個維度真實、客觀地呈現(xiàn)L校提高教學質(zhì)量的實踐行動。然而,進一步反觀學校發(fā)展的歷程和學校的教學改革行動,研究發(fā)現(xiàn)L校的成功經(jīng)驗在于：一是將學生成長作為衡量教學質(zhì)量的核心標準;二是以“講學稿”教學模式作為學校提高教學質(zhì)量的突破口；三是依托“講學稿”的研制工作推動教師發(fā)展；四是校長具有凝聚全校師生的人格魅力；五是學校依靠社會媒體的宣傳進行不斷的反思和總結(jié)。其次,從學生對學校校本行動的效果問卷調(diào)查情況來看,87%的學生表示喜歡“講學稿”教學模式,92%的學生表示喜歡校本課程(包括綜合實踐活動課程)。90%以上的學生認同“講學稿”對學習有提升作用。借助“講學稿”,學生們養(yǎng)成了不需要家長監(jiān)督學習、平時和考前都能自主預習和復習的良好學習習慣。但是,他們急需得到來自教師和同學的學習幫助,有部分同學也認為學校校本課程實施和課堂討論活動仍有待改善。最后,通過分析學生問卷、教師訪談、課堂觀察等調(diào)查資料,筆者發(fā)現(xiàn)L校未來發(fā)展仍然存在的一些亟待解決的問題。例如,學校依舊存在學生的自我表現(xiàn)能力欠缺、教師的成長后勁缺乏、學校課程缺乏吸引力、“講學稿”教學模式面臨著陷入了“模式化”威脅等問題。全面反思學�，F(xiàn)有發(fā)展遇到的問題,生源和師資依舊限制學校發(fā)展。學校今后在為學生服務、培養(yǎng)“專家型”教師隊伍、優(yōu)化學校課程結(jié)構(gòu)、創(chuàng)新已有的“講學稿”教學模式等方面還有很長的路要走。
[Abstract]:The popularization and balanced development of junior high school education is an inevitable requirement for maintaining and guaranteeing the basic rights of civic education. It is the essential requirement for the implementation of compulsory education. In the process of deepening the curriculum reform, junior high school education is still a worrying "middle zone". Teaching quality is the lifeline of a school, and the improvement of teaching quality is an education. There is no delay in accelerating the development and reform of junior high school education and improving the quality of school teaching. This paper chooses a rural middle school, L school as the research object, how to improve the teaching quality around the L school through its own reform, whether the students accept and accept the reform behavior of the school teaching and how the L school breaks through the bottleneck of development. On the one hand, this study is true and objectively presents the practical experience of improving the quality of the teaching, for everyone to know, learn, draw lessons from and evaluate objectively, and hope that other schools can jump out of the old way of "copying the picture" while learning from the successful experience of the case school. In combination with the growth path of L school, we rethink and innovate the practice of education and teaching. On the other hand, this paper clearly points out the problems in the development of teachers and students, classroom teaching and curriculum development in combination with the results of the questionnaire, teacher interview and classroom observation. This study hopes that this study will take the "Plateau" of the L school out of the "Plateau". In order to realize the sustainable development of the school, it is helpful to realize the sustainable development of the school. First, by sorting out the literature on the L school, I found that the existing research topics mainly focus on the principal and the "lecture manuscript" of the principal of the L school, with high repetition rate and high school self publicity effect. In recent years, the research gradually tends to the reflective research on the teaching reform of "lecture draft". In view of the shortcomings of the existing research and the trend of research and development, the author takes the school-based action of the L school to improve the teaching quality as the focus of the study, and uses the experience summary method to objectively present the practical action of the L school to improve the teaching quality from the three dimensions of the school curriculum development, the teaching activities and the teaching evaluation. However, the course of the development of the school is further reflected. And the teaching reform action of the school, the study found that the successful experience of L school is that the first is to take the student's growth as the core standard to measure the quality of the teaching; two, the "lecture manuscript" teaching model is the breakthrough point for the school to improve the quality of the teaching; the three is to promote the development of the teachers relying on the research work of "lecture manuscript", and the four is that the principal has a coagulability. The personality charm of the teachers and students of the school is gathered. Five, the school relies on the publicity of the social media to carry on the continuous reflection and summary. Secondly, from the student's questionnaire survey on the effect of school based action, 87% of the students express the "lecture draft" teaching model, and 92% of the students express the school based curriculum (including the comprehensive practice course).90% With the help of "lecture manuscripts", students have developed good habits of self-study and review without parental supervision, and they are in urgent need of learning help from teachers and classmates, and some also think school based courses are also considered. The implementation and classroom discussion activities still need to be improved. Finally, through the analysis of the questionnaire, teacher interview and classroom observation, the author finds some problems that still exist in the future development of L school. For example, there are still lack of students' self-expression ability, lack of teachers' growth and the lack of attraction of school curriculum. The teaching model of "lecture manuscript" is faced with the problem of "pattern" threat. It is a comprehensive reflection on the problems encountered in the development of the school. The students and teachers still restrict the development of the school. In the future, the school is serving the students, cultivating the "expert type" teachers, optimizing the school course structure and innovating the existing "lecture draft" teaching model. There is still a long way to go.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G632.0

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相關(guān)期刊論文 前1條

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本文編號：1945027