本文選題：中學(xué)教師 + 生成性教學(xué)能力��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：由于傳統(tǒng)課堂教學(xué)實(shí)踐過于追求確定性與預(yù)設(shè)性,使得教學(xué)過程被異化為線性流程,學(xué)生的學(xué)習(xí)主體性與教師的創(chuàng)造性受到遏制。而生成性思維視域下的生成性教學(xué)改變了傳統(tǒng)課堂教學(xué)過于追求計(jì)劃性與律規(guī)性的現(xiàn)狀,強(qiáng)調(diào)教學(xué)的科學(xué)性與藝術(shù)性并重,預(yù)設(shè)性與生成性并重,注重彈性教學(xué)設(shè)計(jì),強(qiáng)調(diào)教學(xué)過程的復(fù)雜性、互動(dòng)性、對(duì)話性,注重對(duì)師生互動(dòng)及生生互動(dòng)中生成的教學(xué)資源的捕捉與利用,為學(xué)生的自主探究、教師的個(gè)性化教學(xué)創(chuàng)造了空間。而要實(shí)現(xiàn)教學(xué)的生成,追求師生生命發(fā)展為本,教師不僅需要具有生成性教學(xué)的理念,更需具有生成性教學(xué)的能力以使理論走向?qū)嵺`。鑒于目前我國缺乏從微觀視角對(duì)教師生成性教學(xué)能力的內(nèi)涵及構(gòu)成的系統(tǒng)研究,本研究聚焦于探究中學(xué)教師生成性教學(xué)能力的構(gòu)成要素、發(fā)展現(xiàn)狀和發(fā)展策略,以在理論上推動(dòng)生成性教學(xué)理論的完善,在實(shí)踐上推動(dòng)課程改革進(jìn)程,提高教師的教學(xué)能力,促進(jìn)中學(xué)教師的專業(yè)發(fā)展。本研究主要從五章展開：第一章為緒論。該部分?jǐn)⑹隽搜芯烤壠鸺把芯恳饬x,并隨后對(duì)生成性教學(xué)、教師教學(xué)能力及生成性教學(xué)能力的相關(guān)研究進(jìn)行了文獻(xiàn)綜述。第二章為研究設(shè)計(jì)。該部分確立了核心概念與研究的理論基礎(chǔ),通過生成性教學(xué)能力與教學(xué)預(yù)設(shè)能力、教學(xué)實(shí)施能力與執(zhí)行性教學(xué)能力的概念辨析,剖析了生成性教學(xué)能力的內(nèi)涵,并明確了研究目標(biāo)與假設(shè)、研究思路及方法。第三章為中學(xué)教師生成性教學(xué)能力構(gòu)成要素的建構(gòu)。該部分首先通過文獻(xiàn)分析法與關(guān)鍵事件訪談法初步解構(gòu)了生成性教學(xué)能力的構(gòu)成要素,之后通過問卷調(diào)查法對(duì)所解構(gòu)的生成性教學(xué)能力構(gòu)成項(xiàng)目的重要性進(jìn)行了分析,并采用效度分析、信度分析驗(yàn)證了問卷的信效度。其中,采用探索性因素分析初步驗(yàn)證了生成性教學(xué)能力由教學(xué)情境的開放創(chuàng)設(shè)能力、教學(xué)對(duì)話的深入誘導(dǎo)能力、動(dòng)態(tài)資源的靈活利用能力、教學(xué)方案的動(dòng)態(tài)設(shè)計(jì)能力及情境性的評(píng)價(jià)與反思能力構(gòu)成。第四章為中學(xué)教師生成性教學(xué)能力水平的現(xiàn)狀調(diào)查。該部分根據(jù)所建構(gòu)的生成性教學(xué)能力構(gòu)成要素,編制中學(xué)教師生成性教學(xué)能力評(píng)價(jià)量表,采用分層抽樣原則,對(duì)陜西省3所中學(xué)的教師進(jìn)行問卷調(diào)查,調(diào)查發(fā)現(xiàn)當(dāng)前中學(xué)教師存在缺乏對(duì)生成性教學(xué)理念的內(nèi)化、深化教學(xué)對(duì)話的能力較為薄弱及情境性教學(xué)反思能力不足等問題。第五章為中學(xué)教師生成性教學(xué)能力發(fā)展的策略導(dǎo)向。根據(jù)當(dāng)前中學(xué)教師生成性教學(xué)能力存在的問題,該部分從教師自身與學(xué)校兩方面提出了相應(yīng)的發(fā)展策略：對(duì)于教師,應(yīng)注重內(nèi)化生成性教學(xué)理念、加強(qiáng)生成性教學(xué)實(shí)踐與注重自我教學(xué)實(shí)踐反思；對(duì)于學(xué)校,應(yīng)建立健全的教師生成性教學(xué)能力評(píng)價(jià)機(jī)制,同時(shí)建立教師學(xué)習(xí)共同體以加強(qiáng)合作行動(dòng)研究。
[Abstract]:Because the traditional classroom teaching practice pursues the certainty and presupposition too much, the teaching process is alienated into the linear process, and the students' learning subjectivity and the teachers' creativity are restrained. The generative teaching from the perspective of generative thinking has changed the present situation of the traditional classroom teaching which is too much in pursuit of planning and regularity, emphasizing that the teaching is both scientific and artistic, presupposing and generative, and paying attention to the flexible teaching design. It emphasizes the complexity, interactivity and dialogism of the teaching process, pays attention to the capture and utilization of the teaching resources generated by the teacher-student interaction and the student-student interaction, and creates the space for the students' independent inquiry and the teachers' individualized teaching. In order to realize the generation of teaching and pursue the life development of teachers and students, teachers need not only the idea of generative teaching, but also the ability of generative teaching in order to make the theory go to practice. In view of the lack of systematic research on the connotation and composition of teachers' generative teaching ability from a micro perspective, this study focuses on the elements, development status and development strategies of the generative teaching ability of middle school teachers. In order to promote the improvement of generative teaching theory in theory, to promote the course reform process in practice, to improve teachers' teaching ability and to promote the professional development of middle school teachers. This research mainly starts from five chapters: the first chapter is the introduction. This part describes the origin and significance of the research, and then summarizes the related research on generative teaching, teachers' teaching ability and generative teaching ability. The second chapter is the research design. This part has established the core concept and the theoretical foundation of the research, through the generative teaching ability and the teaching presupposition ability, the teaching implementation ability and the executive teaching ability concept discrimination, analyzed the generative teaching ability connotation. The research objectives and hypotheses, research ideas and methods are defined. The third chapter is the construction of the elements of teachers'generative teaching ability. This part firstly deconstructs the constituent elements of generative teaching ability by literature analysis and key event interview, and then analyzes the importance of the component items of the deconstructed generative teaching ability by means of questionnaire survey. Validity analysis and reliability analysis were used to verify the reliability and validity of the questionnaire. Among them, exploratory factor analysis is used to preliminarily verify the ability of creating generative teaching ability by opening teaching situation, deeply inducing teaching dialogue, and flexible utilization of dynamic resources. The ability of dynamic design and situational evaluation and reflection of teaching plan. The fourth chapter is the present situation investigation of the middle school teachers'generative teaching ability level. In this part, according to the constructive elements of generative teaching ability, the evaluation scale of generative teaching ability of middle school teachers is compiled, and the teachers of three middle schools in Shaanxi province are investigated by stratified sampling principle. It is found that teachers in middle schools lack internalization of generative teaching ideas, weak ability of deepening teaching dialogue and insufficient reflective ability of situational teaching. The fifth chapter is the strategic direction of the development of middle school teachers'generative teaching ability. According to the problems existing in the generative teaching ability of middle school teachers at present, this part puts forward the corresponding development strategies from two aspects of teachers themselves and schools: for teachers, we should pay attention to the idea of internalized generative teaching. To strengthen the generative teaching practice and pay attention to the reflection of self-teaching practice, we should establish a sound evaluation mechanism of teachers' generative teaching ability and establish a teacher learning community in order to strengthen the cooperative action research.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1

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本文編號(hào)：2098433