本文選題：備課組　切入點(diǎn)：教師專業(yè)學(xué)習(xí)共同體　出處：《山西師范大學(xué)》2017年碩士論文

【摘要】：備課組作為學(xué)校內(nèi)教師最小的組合群體,是學(xué)校貫徹教育方針、開展教研活動(dòng)、促進(jìn)教師專業(yè)發(fā)展的一個(gè)基層組織,是教師直接面對的、關(guān)系最密切的專業(yè)組織。無論在內(nèi)容還是在方式上,學(xué)校備課組對教師的教學(xué)活動(dòng)都具有直接的指導(dǎo)意義,最能夠幫助教師獲得成長。伴隨著教師專業(yè)發(fā)展研究的新進(jìn)展,“教師專業(yè)學(xué)習(xí)共同體”這一強(qiáng)調(diào)教師合作分享的概念受到了許多學(xué)者的關(guān)注,并把它當(dāng)作是教師專業(yè)發(fā)展的新范式。國內(nèi)一些學(xué)者認(rèn)為,教師專業(yè)學(xué)習(xí)共同體強(qiáng)調(diào)的教師合作,與我國傳統(tǒng)的學(xué)校組織——備課組的活動(dòng)方式具有相似之處。但是,備課組是否就是教師專業(yè)學(xué)習(xí)共同體,或者備課組是否具有發(fā)展為教師專業(yè)學(xué)習(xí)共同體的潛質(zhì),則需要用教師專業(yè)學(xué)習(xí)共同體的特征框架來剖析備課組的現(xiàn)狀。通過對備課組和教師專業(yè)學(xué)習(xí)共同體的相關(guān)文獻(xiàn)的研究,探討了教師專業(yè)學(xué)習(xí)共同體的內(nèi)涵和特征,依據(jù)研究結(jié)果構(gòu)建了四個(gè)維度的“教師專業(yè)學(xué)習(xí)共同體視角下的備課組現(xiàn)狀”分析框架,采用自編問卷、個(gè)案訪談的方式,調(diào)查了教師對備課組現(xiàn)狀的認(rèn)識(shí),并結(jié)合相關(guān)案例,分析了備課組的現(xiàn)狀。從總體情況來看,目前備課組距離真正意義上的教師專業(yè)學(xué)習(xí)共同體還有一定的差距,四個(gè)維度中,分享的決策因素得分最低,是最需要關(guān)注的層面。從人口統(tǒng)計(jì)學(xué)變量分析來看,教師的性別、教齡、受教育程度等并不是影響備課組轉(zhuǎn)變?yōu)榻處煂I(yè)學(xué)習(xí)共同體的決定性因素。具體來看:(1)備課組缺失了共享的價(jià)值愿景,教師個(gè)人的價(jià)值愿景則主要局限于學(xué)生的學(xué)業(yè)成績。(2)教師基本認(rèn)可備課組活動(dòng)的重要性,但分享性活動(dòng)存在形式化的問題;備課組以集體備課、聽評(píng)課為主要活動(dòng)形式,缺乏一定的計(jì)劃性和針對性;備課組活動(dòng)記錄不完善,沒有形成共享性的集體知識(shí)。(3)備課組長是學(xué)科領(lǐng)頭人,但難以實(shí)現(xiàn)競聘上崗,教師基本不參與組內(nèi)決策。(4)備課組支持性政策制度缺失,評(píng)價(jià)和獎(jiǎng)勵(lì)機(jī)制不夠合理,活動(dòng)的時(shí)間和地點(diǎn)也有一定的局限性。另外,學(xué)校在為備課組提供資源時(shí),存在盲目性和隨意性的問題。分析發(fā)現(xiàn),備課組忽視了共享的價(jià)值愿景的重要性、以教師個(gè)體為主體的考核評(píng)價(jià)強(qiáng)調(diào)競爭、學(xué)校管理過于強(qiáng)調(diào)規(guī)則與控制、教師工作負(fù)荷過重以及學(xué)�？陀^條件的限制等因素一定程度上導(dǎo)致了備課組與教師專業(yè)學(xué)習(xí)共同體之間的差距。備課組要自下而上建立共同愿景,通過確立教師個(gè)人愿景、備課組成員的討論,最后形成共同愿景;教研活動(dòng)要注重計(jì)劃性和多樣性,并重視集體知識(shí)的積累;備課組要選拔優(yōu)秀備課組長,同時(shí)讓教師參與組內(nèi)決策;學(xué)校要通過合理調(diào)動(dòng)各種資源,給備課組提供強(qiáng)有力的支持。
[Abstract]:As the smallest group of teachers in the school, the lesson preparation group is a grass-roots organization for schools to carry out educational policies, carry out teaching and research activities, and promote the professional development of teachers. It is directly faced by teachers. The most closely related professional organization. Both in content and in the way, the school lesson preparation group has direct guiding significance for teachers' teaching activities. Along with the new development of teacher professional development, the concept of "teacher professional learning community", which emphasizes teacher cooperation and sharing, has attracted the attention of many scholars. And regard it as a new paradigm of teacher professional development. Some domestic scholars believe that the teacher cooperation emphasized by the teacher professional learning community is similar to the traditional school organization in our country-the activity mode of lesson preparation group. Whether the preparatory group is the professional learning community of teachers, or whether the preparatory group has the potential to develop into a professional learning community of teachers, It is necessary to use the characteristic frame of the teacher's professional learning community to analyze the present situation of the lesson preparation group. Through the research on the relevant literature of the lesson preparation group and the teacher's professional learning community, this paper discusses the connotation and characteristics of the teacher's professional learning community. Based on the results of the study, this paper constructs an analytical framework of "the present situation of lesson preparation groups in the Perspective of Teachers' Professional Learning Community", and investigates teachers' understanding of the present situation of lesson preparation groups by means of self-made questionnaires and case interviews, and combines with relevant cases. This paper analyzes the present situation of the lesson preparation group. From the overall situation, there is still a certain gap between the lesson preparation group and the real teachers' professional learning community. Among the four dimensions, the score of shared decision factors is the lowest. From the demographic variables analysis, the gender of the teacher, the length of teaching, Education level is not the decisive factor influencing the transition of lesson preparation group into teacher professional learning community. Specifically, the lesson preparation group lacks a shared value vision. The value vision of teachers is mainly limited to students' academic achievement. 2) Teachers basically recognize the importance of lesson preparation activities, but there are formalized problems in sharing activities. Lack of certain planning and pertinence; the activity record of the lesson preparation group is not perfect, and there is no collective knowledge of sharing.) the course preparation leader is the subject leader, but it is difficult to achieve competitive employment. Teachers basically do not participate in decision-making within the group. 4) lack of supportive policy system, unreasonable evaluation and reward mechanism, and limited time and place of activities. In addition, when schools provide resources for lesson preparation teams, It is found that the importance of shared value vision is neglected by the lesson preparation team. The evaluation and evaluation with the teacher as the main body emphasizes competition, and the school management emphasizes the rules and control too much. The overburden of teachers' work and the limitation of school objective conditions to some extent lead to the gap between the teaching preparation group and the teachers' professional learning community. The lesson preparation group should establish a common vision from the bottom up, and establish the teacher's personal vision by establishing the teacher's personal vision. The discussion of the members of the lesson preparation team finally forms a common vision; the teaching and research activities should pay attention to the planning and diversity, and attach importance to the accumulation of collective knowledge; the preparation team should select the excellent lesson preparation team leader and let the teachers participate in the decision-making within the group; The school should reasonably mobilize all kinds of resources to provide strong support to the lesson preparation team.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G424

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張憲冰;劉仲麗;張蓓蓓;;桎梏、追問與消釋:教師專業(yè)發(fā)展共同體文化探析[J];教育理論與實(shí)踐;2016年28期

2 李士娟;代建軍;;教師專業(yè)學(xué)習(xí)社群研究:背景、內(nèi)涵與價(jià)值意蘊(yùn)[J];教育理論與實(shí)踐;2016年22期

3 劉波;王帥;;教師個(gè)人文化:教師共同體構(gòu)建的必要向度[J];教育理論與實(shí)踐;2016年16期

4 李子建;邱德峰;;實(shí)踐共同體:邁向教師專業(yè)身份認(rèn)同新視野[J];全球教育展望;2016年05期

5 曾小麗;;批判與超越:教師共同體概念的再探析——基于生態(tài)哲學(xué)的視角[J];當(dāng)代教育科學(xué);2016年02期

6 莊艷華;;無錫市中學(xué)體育教研組建設(shè)的SWOT分析與對策研究[J];教育理論與實(shí)踐;2015年35期

7 鄭鑫;張佳;;中西方教師專業(yè)學(xué)習(xí)共同體的差異:跨文化比較的視角[J];外國教育研究;2015年08期

8 文豐安;;教師專業(yè)發(fā)展共同體的建構(gòu)策略[J];教育理論與實(shí)踐;2015年17期

9 沈佳樂;;教師共同體的要素及其情境分析[J];課程.教材.教法;2015年04期

10 單志艷;;走向中國特色教師專業(yè)學(xué)習(xí)共同體的教研組變革[J];教育研究;2014年10期

相關(guān)重要報(bào)紙文章 前1條

1 唐長云;;把教研組建成合作共研的集體[N];中國教育報(bào);2013年

相關(guān)碩士學(xué)位論文 前10條

1 孫巖;教師集體備課的案例研究[D];華東師范大學(xué);2015年

2 楊梅;中學(xué)教師專業(yè)學(xué)習(xí)共同體建設(shè)研究[D];首都師范大學(xué);2014年

3 伍嵐;關(guān)于建設(shè)學(xué)習(xí)型備課組的研究[D];華中師范大學(xué);2014年

4 周玉霞;普通高中學(xué)科備課組合作建設(shè)研究[D];南京師范大學(xué);2014年

5 吳蓓;思想政治備課組活動(dòng)效能研究[D];南京師范大學(xué);2014年

6 曹銀海;創(chuàng)建學(xué)習(xí)型備課組的個(gè)案研究[D];南京師范大學(xué);2013年

7 胡怡婷;備課組活動(dòng)對物理課堂教學(xué)有效性的促進(jìn)作用[D];上海師范大學(xué);2012年

8 姚潔;學(xué)習(xí)型教研組建設(shè)的行動(dòng)研究-XH中學(xué)音體美教研組的案例研究[D];蘇州大學(xué);2011年

9 劉煒;農(nóng)村中小學(xué)教師專業(yè)學(xué)習(xí)共同體建構(gòu)研究[D];陜西師范大學(xué);2011年

10 付黎黎;基于組織學(xué)習(xí)視角的備課組活動(dòng)研究[D];華東師范大學(xué);2011年

，

本文編號(hào)：1683857