高中化學教師教學決策個案研究
發(fā)布時間：2018-12-16 13:43
【摘要】：每一次教育改革,無論理念如何先進,出發(fā)點如何美好,最后的落實情況和取得的效果都取決于最基本的因素,也是決定性的因素——教師。隨著教師教育的深化、教師專業(yè)發(fā)展的加深,一名合格的教師應該不再是傳統(tǒng)的教學計劃執(zhí)行者,而應該轉(zhuǎn)變?yōu)橐粋�教學決策者,不管教師有沒有意識到,其實教師在每天的教學活動中都在不斷地進行教學決策,但目前教師的決策意識普遍淡薄甚至完全沒有意識到自己應該在教學活動中承擔決策者的角色。教師作為一線教學活動的直接參與者,應準確定位自己的角色,喚醒自身的決策意識,認清自身教學決策現(xiàn)狀,加強教學決策能力培養(yǎng),提高自身教學決策能力,從而在根本上促進新課程改革的順利實施。本文就是要了解新手化學教師在日常教學活動中的不同決策階段如何進行教學決策,所做的教學決策有哪些特征,以及影響教師做出這樣的決策的主要影響因素有哪些。本文采取質(zhì)的研究方法,選取西安市某中學高中化學老師ZLF作為研究對象,對其進行跟蹤研究,參與其教學過程,錄制課堂教學視頻,收集相關(guān)教學資料,并在不同教學階段對其進行訪談,通過對課堂視頻的轉(zhuǎn)錄分析以及訪談資料的整理分析,了解她的教學決策的特征,得到以下結(jié)論：(1)教學計劃決策階段：個案教師在教學內(nèi)容的決策上遵循教研組的共同安排和決定,對教學重、難點的把握依賴教材配套練習或是由同組教師商定；在教學目標決策上缺乏對課程標準的解讀與參考,輕視課程標準的重要指導作用,偏重知識目標,輕視甚至忽略技能目標、過程與方法目標和情感態(tài)度與價值觀目標,對教學目標的決策缺乏整體意識。(2)教學互動決策階段：個案教師在教學內(nèi)容的決策上會根據(jù)學生的課堂表現(xiàn)進行靈活調(diào)整；在處理課堂突發(fā)事件的決策上個案教師會根據(jù)具體情況做出不同決策,總體上在采取放任或是委婉的處理方式,在屢次提醒無效的情況下才會采取點名直接方式處理。(3)教學評價決策階段：個案教師在指向?qū)W生學習的評價決策上更多關(guān)注學生對教學內(nèi)容的掌握情況,采取的評價方式以紙筆測試為主,評價形式單一；在教師自身教學目標的評價上主要依靠學生在課堂教學中的反應和課后作業(yè)的完成情況,評價重點落在知識目標,對技能目標、過程與方法和情感態(tài)度與價值觀目標評價嚴重不足；對教學內(nèi)容的評價重點落在教學計劃的完成情況。發(fā)現(xiàn)個案教師進行教學決策的影響因素主要有：學生因素、教師信念、教師知識、時間因素和教學環(huán)境等。在研究的基礎(chǔ)上,本文提出了教師提升自身教學決策能力的建議：教師應加強自身專業(yè)發(fā)展；教師應加強深度反思意識；教師應注重積累實踐智慧。
[Abstract]:Every education reform, no matter how advanced the idea, how good the starting point, the implementation of the final situation and the results achieved are determined by the most basic factors, but also the decisive factor-teachers. With the deepening of teacher education and the deepening of teachers' professional development, a qualified teacher should no longer be the executor of the traditional teaching plan, but should be transformed into a teaching decision maker, whether the teacher is aware of it or not. As a matter of fact, teachers are constantly making teaching decisions in their daily teaching activities, but at present, teachers' decision-making consciousness is generally weak or even totally unaware that they should assume the role of decision makers in teaching activities. Teachers, as direct participants in first-line teaching activities, should accurately position their own roles, awaken their own decision-making consciousness, recognize their present situation of teaching decision-making, strengthen the cultivation of teaching decision-making ability, and improve their own teaching decision-making ability. In order to fundamentally promote the smooth implementation of the new curriculum reform. The purpose of this paper is to understand how novice chemistry teachers make teaching decisions in different decision-making stages of daily teaching activities, what are the characteristics of the teaching decisions made, and what are the main influencing factors that affect teachers' making such decisions. This article adopts the qualitative research method, selects the high school chemistry teacher ZLF of a middle school in Xi'an as the research object, carries on the follow-up research to it, participates in its teaching process, records the classroom teaching video, collects the related teaching material. And interview her in different teaching stages, through the analysis of the transcripts of the classroom video and the collation and analysis of interview materials, to understand the characteristics of her teaching decisions. The conclusions are as follows: (1) the decision-making stage of the teaching plan: the case teacher follows the common arrangement and decision of the teaching content in the decision-making of the teaching content, the teaching is heavy, and the difficulty of grasping depends on the matching exercises of the teaching material or is agreed upon by the teachers of the same group; In the decision-making of teaching objectives, there is a lack of interpretation and reference to the curriculum standards, neglect of the important guiding role of curriculum standards, emphasis on knowledge goals, neglect or even neglect of skill goals, process and method goals, and emotional attitude and values goals. Lack of overall awareness of the decision-making of teaching objectives. (2) the interactive decision-making stage of teaching: case teachers will flexibly adjust the decision-making of teaching content according to the students' classroom performance; In dealing with classroom emergencies, case teachers will make different decisions according to specific circumstances, and generally adopt a laissez-faire or euphemism approach. It is only when repeated reminders are not effective that they will adopt the method of naming directly. (3) the decision stage of teaching evaluation: the case teacher pays more attention to the students' mastery of the teaching content in the evaluation decision that points to the students' learning. The evaluation method is mainly paper and pen test, and the form of evaluation is single. The evaluation of teachers' own teaching objectives mainly depends on the students' reaction in classroom teaching and the completion of after-class homework. The evaluation focuses on the knowledge goals and the skills goals. The evaluation of process and method, emotional attitude and values is seriously inadequate; The evaluation of the teaching content is focused on the completion of the teaching plan. It is found that the influencing factors of case teacher's teaching decision are: student factor, teacher's belief, teacher's knowledge, time factor and teaching environment. On the basis of the research, this paper puts forward some suggestions for teachers to improve their teaching decision-making ability: teachers should strengthen their own professional development, teachers should strengthen their consciousness of deep reflection, and teachers should pay attention to accumulating practical wisdom.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
本文編號：2382447
[Abstract]:Every education reform, no matter how advanced the idea, how good the starting point, the implementation of the final situation and the results achieved are determined by the most basic factors, but also the decisive factor-teachers. With the deepening of teacher education and the deepening of teachers' professional development, a qualified teacher should no longer be the executor of the traditional teaching plan, but should be transformed into a teaching decision maker, whether the teacher is aware of it or not. As a matter of fact, teachers are constantly making teaching decisions in their daily teaching activities, but at present, teachers' decision-making consciousness is generally weak or even totally unaware that they should assume the role of decision makers in teaching activities. Teachers, as direct participants in first-line teaching activities, should accurately position their own roles, awaken their own decision-making consciousness, recognize their present situation of teaching decision-making, strengthen the cultivation of teaching decision-making ability, and improve their own teaching decision-making ability. In order to fundamentally promote the smooth implementation of the new curriculum reform. The purpose of this paper is to understand how novice chemistry teachers make teaching decisions in different decision-making stages of daily teaching activities, what are the characteristics of the teaching decisions made, and what are the main influencing factors that affect teachers' making such decisions. This article adopts the qualitative research method, selects the high school chemistry teacher ZLF of a middle school in Xi'an as the research object, carries on the follow-up research to it, participates in its teaching process, records the classroom teaching video, collects the related teaching material. And interview her in different teaching stages, through the analysis of the transcripts of the classroom video and the collation and analysis of interview materials, to understand the characteristics of her teaching decisions. The conclusions are as follows: (1) the decision-making stage of the teaching plan: the case teacher follows the common arrangement and decision of the teaching content in the decision-making of the teaching content, the teaching is heavy, and the difficulty of grasping depends on the matching exercises of the teaching material or is agreed upon by the teachers of the same group; In the decision-making of teaching objectives, there is a lack of interpretation and reference to the curriculum standards, neglect of the important guiding role of curriculum standards, emphasis on knowledge goals, neglect or even neglect of skill goals, process and method goals, and emotional attitude and values goals. Lack of overall awareness of the decision-making of teaching objectives. (2) the interactive decision-making stage of teaching: case teachers will flexibly adjust the decision-making of teaching content according to the students' classroom performance; In dealing with classroom emergencies, case teachers will make different decisions according to specific circumstances, and generally adopt a laissez-faire or euphemism approach. It is only when repeated reminders are not effective that they will adopt the method of naming directly. (3) the decision stage of teaching evaluation: the case teacher pays more attention to the students' mastery of the teaching content in the evaluation decision that points to the students' learning. The evaluation method is mainly paper and pen test, and the form of evaluation is single. The evaluation of teachers' own teaching objectives mainly depends on the students' reaction in classroom teaching and the completion of after-class homework. The evaluation focuses on the knowledge goals and the skills goals. The evaluation of process and method, emotional attitude and values is seriously inadequate; The evaluation of the teaching content is focused on the completion of the teaching plan. It is found that the influencing factors of case teacher's teaching decision are: student factor, teacher's belief, teacher's knowledge, time factor and teaching environment. On the basis of the research, this paper puts forward some suggestions for teachers to improve their teaching decision-making ability: teachers should strengthen their own professional development, teachers should strengthen their consciousness of deep reflection, and teachers should pay attention to accumulating practical wisdom.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.8
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