本文選題：見習教師 + 指導教師�。� 參考：《華東師范大學》2017年碩士論文

【摘要】：新任教師入職教育是世界各國教師培養(yǎng)普遍關注的話題,也是教師教育領域重要的研究主題之一。隨著研究的深入,教學指導作為新任教師入職教育的核心環(huán)節(jié)開始受到研究者的廣泛關注。在國外的研究中,對教學指導的內涵、意義、角色、模式、策略、評價等方面均有不同程度的研究。然而,國內對于教學指導的研究存在研究數(shù)量較少,研究方法較為單一,總體上比較薄弱等問題。本研究在梳理國內外有關教學指導研究的基礎上,結合上海市見習教師規(guī)范化培訓制度中對教學指導的規(guī)定,初步建構研究的分析框架,即橫向上包括教學指導的意識、依據、方式、結果四個方面;縱向上包括課標研讀、聽評課、公開課、作業(yè)及試卷設計四個指導活動。隨后采用個案研究的方法,以上海市見習教師規(guī)范化培訓制度的建立為大背景,選取上海市Y區(qū)5所學校的10對指導教師—見習教師,共20位教師作為研究對象,通過訪談以及對訪談的內容分析,同時結合文獻研究,對最初建構的指導教師教學指導的分析框架進行細化完善。研究發(fā)現(xiàn),指導教師的教學指導大致存在三種基本類型,即"傳授式"指導、"支持式"指導以及"合作學習式"指導;其次,教學指導中存在的主要問題有:指導的需求意識較強,專業(yè)意識不足;多依據經驗指導,理論元素缺乏;指導方式以告知為主;結果主要體現(xiàn)為促進見習教師知能提升�；诖�,研究從指導的意識、依據、方式及專業(yè)支持四個方面提出改進建議:指導教師需要增強教學指導的任務意識與專業(yè)意識;重視實踐與問題反思,促進理論與實踐的整合;平等交流與合作,發(fā)揮見習教師主體性;專家介入與導師互助,為教學指導提供專業(yè)支持。
[Abstract]:New teachers' entry education is a topic of universal concern in teacher training all over the world, and is also one of the important research topics in the field of teacher education. With the deepening of research, teaching guidance, as the core of new teachers' entry education, has been widely concerned by researchers. In the research abroad, the connotation, significance, role, model, strategy and evaluation of teaching guidance have been studied in different degrees. However, there are some problems in the research of teaching instruction in China, such as the small amount of research, the single research method and the weakness in general. On the basis of combing the domestic and foreign research on teaching guidance, combining with the regulations on teaching guidance in the standardized training system for trainee teachers in Shanghai, this study preliminarily constructs the analytical framework of the research, that is, the consciousness of teaching guidance is included horizontally, the basis. Methods and results of four aspects, including vertical reading, listening and evaluation, open class, homework and test paper design four guiding activities. Then, taking the establishment of standardized training system for trainee teachers in Shanghai as the background, 10 pairs of tutors and trainee teachers were selected from 5 schools in District Y of Shanghai, and 20 teachers were selected as the objects of the study, using the method of case study, and taking the establishment of standardized training system for trainee teachers in Shanghai as the background. By analyzing the content of the interview and the literature research, the paper refines and perfects the analysis frame of the initial construction of the instruction of the teacher. The study found that there are three basic types of instructional guidance for teachers, namely, "imparting", "supportive" and "cooperative learning". The main problems in teaching guidance are: strong awareness of the need for guidance, lack of professional awareness; mostly based on experience guidance, the lack of theoretical elements; the main way of guidance is to inform; the results are mainly reflected in the promotion of the knowledge and ability of the trainee teachers. Based on this, the paper puts forward suggestions for improvement from four aspects of guidance consciousness, basis, method and professional support: guiding teachers need to strengthen the task consciousness and professional consciousness of teaching guidance, attach importance to practice and problem reflection, To promote the integration of theory and practice, equal exchange and cooperation, to give play to the subjectivity of trainee teachers, experts to intervene with the help of mentors, to provide professional support for teaching guidance.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G451

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本文編號：1904632