【摘要】：“反思性教學(xué)”作為促進教師專業(yè)發(fā)展的教師教育理論,引起了教育界的廣泛關(guān)注,也為21世紀各國教師教育改革指明了方向。新課程改革對教師的教學(xué)設(shè)計能力提出了更高的要求,強調(diào)教師應(yīng)通過反思來促進自身專業(yè)成長。本文在理論闡釋基礎(chǔ)上,結(jié)合教學(xué)設(shè)計案例,將反思性教學(xué)理論引入到高中歷史教學(xué)設(shè)計中來,在教學(xué)實踐基礎(chǔ)上進行反思,并對教學(xué)設(shè)計進行了修正、完善。希望通過反思,完善教學(xué)設(shè)計的同時,提高歷史教師的教學(xué)設(shè)計能力,促進教師專業(yè)成長。全文分為四個部分。第一部分緒論主要介紹了選題的緣由、研究現(xiàn)狀、研究的理論依據(jù)、研究思路以及本文所采用的研究方法。第二部分在概述反思性教學(xué)內(nèi)涵、操作步驟的基礎(chǔ)上,對反思性教學(xué)在教師教學(xué)設(shè)計能力提升中的作用進行論述。第三部分以人教版必修二《開辟新航路》一課為例,嘗試按照反思性教學(xué)操作步驟,進行教學(xué)設(shè)計,通過課前反思、課后反思,對教學(xué)設(shè)計不合理之處進行反思,對教學(xué)設(shè)計方案進行調(diào)整、完善。最后一部分就反思性教學(xué)對教師教學(xué)設(shè)計能力提升的相關(guān)問題進行思考,以期更好的運用反思性教學(xué)來指導(dǎo)教師進行教學(xué)設(shè)計,并提升教學(xué)設(shè)計能力。
[Abstract]:As a theory of teacher education to promote teachers' professional development, "reflective teaching" has aroused widespread concern in the field of education, and has also pointed out the direction for the reform of teacher education in various countries in the 21st century. The new curriculum reform puts forward higher demands on teachers' teaching design ability and emphasizes that teachers should promote their professional growth through reflection. On the basis of theoretical explanation and combining with the case of teaching design, this paper introduces the reflective teaching theory into the history teaching design of senior high school, reflects on it on the basis of teaching practice, and modifies and perfects the teaching design. The author hopes to improve the teaching design ability of history teachers and promote teachers' professional growth while improving teaching design through reflection. The full text is divided into four parts. The first part of the introduction mainly introduces the reason of the topic, research status, the theoretical basis of the study, research ideas and research methods adopted in this paper. The second part discusses the role of reflective teaching in the improvement of teachers' teaching design ability on the basis of summarizing the connotation and operation steps of reflective teaching. The third part takes a lesson of "opening up a New Route" as an example, tries to carry on the teaching design according to the reflective teaching operation step, through the pre-class reflection, after the class reflection, carries on the reflection to the teaching design unreasonable place, Adjust and perfect the teaching design. In the last part, the author thinks about the improvement of teachers' teaching design ability by reflective teaching, in order to better use reflective teaching to guide teachers to carry out teaching design and improve their teaching design ability.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.51

【參考文獻】

相關(guān)期刊論文 前3條

1 馮章葆;嚴紅妹;;新課程背景下高中歷史反思性教學(xué)的探索與實踐[J];江蘇教育學(xué)院學(xué)報(社會科學(xué)版);2008年06期

2 熊川武;試析反思性教學(xué)[J];教育研究;2000年02期

3 盧真金;;教師專業(yè)發(fā)展的階段、模式、策略再探[J];課程.教材.教法;2007年12期

相關(guān)碩士學(xué)位論文 前1條

1 周曉霞;教師反思性教學(xué)實踐研究[D];西北師范大學(xué);2009年

，

本文編號：2211354