本文選題：小學(xué)實習(xí)教師 + 教學(xué)決策��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：教師作為教學(xué)的設(shè)計者和實施者會不斷面臨著教學(xué)決策的問題,其決策也決定了教師的教學(xué)行為,最終影響著課堂教學(xué)的有效性。簡言之,教學(xué)決策的質(zhì)量影響著課堂實施的有效性和學(xué)生的學(xué)習(xí)質(zhì)量。以往的研究,主要是對在職教師教學(xué)決策的研究,對職前教育階段的實習(xí)教師的教學(xué)決策研究鮮有其例。因此,本研究在已有文獻的基礎(chǔ)上,以研究者本人及同處于教育實習(xí)階段的全日制小學(xué)教育數(shù)學(xué)方向的教育碩士為研究對象,運用“透鏡”的方法,通過對他們實習(xí)期間的不同節(jié)點的教學(xué)行為進行觀察記錄,透視行為背后的決策產(chǎn)生及其問題,旨在通過研究提高師范生的反思意識和決策能力,具備較高的教學(xué)素養(yǎng)。本文主要分為四個部分。緒論部分首先闡述本論文的選題緣由和意義,從而引出研究實習(xí)教師教學(xué)決策的重要性。同時,對國內(nèi)外關(guān)于實習(xí)教師教學(xué)決策的研究現(xiàn)狀簡要分析,并對核心概念進行了解釋說明。第二部分是小學(xué)數(shù)學(xué)實習(xí)教師教學(xué)決策研究設(shè)計。在本章中先對論文研究框架和研究內(nèi)容做了基本介紹,并說明本文主要用“透鏡”分析法對同為全日制小學(xué)教育專業(yè)教育碩士A、B生的實習(xí)數(shù)據(jù)進行分析。第三部分是小學(xué)數(shù)學(xué)實習(xí)教師教學(xué)決策的具體研究。首先是小學(xué)數(shù)學(xué)實習(xí)教師教學(xué)計劃決策研究,對A、B生基于教材和學(xué)情分析的教學(xué)計劃決策發(fā)展過程進行客觀呈現(xiàn),分析討論出A、B生在此過程中基本形成教學(xué)計劃決策能力;其次是小學(xué)數(shù)學(xué)實習(xí)教師教學(xué)交互決策研究,通過分析研究對象在實習(xí)初期、中期和末期三個節(jié)點的不同課堂實錄等數(shù)據(jù),討論出A、B生教學(xué)交互決策能力并未形成,受自身教學(xué)經(jīng)驗、教學(xué)思維方式等因素影響;最后是小學(xué)數(shù)學(xué)實習(xí)教師教學(xué)評價決策研究,先呈現(xiàn)研究對象對學(xué)生的評價和教學(xué)自我反思的內(nèi)容,以此為基礎(chǔ)分析出A、B生并沒有完全形成獨立的評價決策能力,還存在不足之處。第四部分是研究結(jié)論與建議,先對實習(xí)教師是否形成獨立的教學(xué)決策能力進行總結(jié),并在此基礎(chǔ)上,從學(xué)校組織與管理、校內(nèi)外導(dǎo)師和教育碩士自身三個方面,對全日制教育碩士的教育實習(xí)提出建設(shè)性意見。
[Abstract]:Teachers, as designers and implementers of teaching, are constantly confronted with the problems of teaching decisions, which determine the teaching behavior of teachers and ultimately affect the effectiveness of classroom teaching. In short, the quality of teaching decisions affects the effectiveness of classroom implementation and the learning quality of students. Previous studies mainly focus on in-service teachers' teaching decisions, and there are few examples of pre-service teachers' teaching decisions. Therefore, on the basis of the existing literature, this study takes the researcher himself and the Master of Education in the direction of mathematics in whole-day primary education, who are also in the stage of educational practice, as the object of study, using the method of "lens". Through observing and recording the teaching behavior of different nodes during their practice period, the author points out the decision making behind the behavior and its problems. The purpose is to improve the students' reflective consciousness and decision-making ability and have higher teaching accomplishment through the research. This paper is divided into four parts. The introduction part first explains the reason and significance of this thesis, and then leads to the importance of the teaching decision of intern teachers. At the same time, this paper briefly analyzes the present situation of the research on the teaching decision of intern teachers at home and abroad, and explains the core concepts. The second part is the elementary school mathematics intern teacher teaching decision-making research design. In this chapter, we first introduce the research framework and contents of the thesis, and explain that this paper mainly uses the "lens" analysis method to analyze the practice data of the students who are both masters of primary education in whole-day education. The third part is the concrete research on the teaching decision of elementary school mathematics intern teachers. First of all, the teaching plan decision of primary school mathematics intern teachers is studied. The development process of teaching plan decision based on teaching material and learning situation analysis is presented objectively, and the basic ability of teaching plan decision is formed in this process. Secondly, the paper studies the interactive decision-making of mathematics intern teachers in primary school. By analyzing the data of different classroom records of the three nodes in the early, middle and final stages of the practice, it is discussed that the ability of teaching interaction decision-making has not been formed. It is influenced by the factors such as teaching experience, teaching thinking mode and so on. Finally, the research on teaching evaluation decision of primary school mathematics intern teachers presents the content of students' evaluation and teaching self-reflection. Based on this analysis, it is concluded that AHB students have not completely formed independent evaluation and decision-making ability, and there are still some shortcomings. The fourth part is the conclusion and suggestion of the research. First, it summarizes whether the intern teachers form independent teaching decision-making ability, and on this basis, from the three aspects of school organization and management, tutors in and out of school and Master of Education themselves. To the full-time education master's education practice puts forward the constructive opinion.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5;G643

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