本文選題：學(xué)習(xí)共同體 + 教師�。� 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：隨著創(chuàng)新時(shí)代的到來(lái),教育領(lǐng)域面臨諸多挑戰(zhàn),教師的專(zhuān)業(yè)發(fā)展備受關(guān)注,學(xué)習(xí)共同體成為學(xué)校發(fā)展的必然趨勢(shì)。學(xué)習(xí)共同體視角下的學(xué)校有著共同的目標(biāo),教師積極參與教學(xué)研討,分享各種學(xué)習(xí)資源及教學(xué)經(jīng)驗(yàn),并進(jìn)行教學(xué)反思,彼此之間是尊重、支持、促進(jìn)的融洽關(guān)系。學(xué)校作為學(xué)習(xí)共同體,不僅能夠提升教師的專(zhuān)業(yè)化水平,同時(shí)還能促使教師教學(xué)行為的轉(zhuǎn)變,使學(xué)校成為教師分享個(gè)人教學(xué)實(shí)踐,加強(qiáng)彼此認(rèn)同、相互信任的教師集體交流的平臺(tái),促進(jìn)教師教學(xué)素養(yǎng)和水平的提升。教師教學(xué)行為是教師這一特定的職業(yè)群體在進(jìn)行教學(xué)的過(guò)程中,所表現(xiàn)出來(lái)的一種示范性的行為,包括教師在教學(xué)組織中教師之間的合作以及教學(xué)反思過(guò)程中教師之間的分享個(gè)人教學(xué)經(jīng)驗(yàn)的行為,以及尊重學(xué)生的個(gè)性差異并指導(dǎo)合作學(xué)習(xí)的行為。教師的教學(xué)行為直接影響學(xué)生的發(fā)展,學(xué)習(xí)共同體視野下的教師教學(xué)行為,在嚴(yán)肅中充滿著愛(ài)、在交往中透著責(zé)任,有利于學(xué)生人格的完善,造就孩子活潑開(kāi)朗的性格,成為懂得尊重和承擔(dān)社會(huì)責(zé)任的人。本文從學(xué)習(xí)共同體的視角來(lái)研究教師教學(xué)行為,采用理論研究的方法,以學(xué)習(xí)共同體的相關(guān)理論為基礎(chǔ)來(lái)構(gòu)建教師教學(xué)行為的發(fā)展方向。全文共分五個(gè)部分:第一部分為引言,主要論述了論文的選題緣由、研究的目的與意義、研究的方法以及研究的具體思路。第二部分為文獻(xiàn)綜述,全面梳理了學(xué)習(xí)共同體和教師教學(xué)行為的國(guó)內(nèi)外研究現(xiàn)狀,并對(duì)研究的現(xiàn)狀進(jìn)行了總結(jié)分析。第三部分為學(xué)習(xí)共同體研究視角分析。主要介紹了學(xué)習(xí)共同體的特質(zhì),分析了學(xué)習(xí)共同體的有效性分析以及學(xué)習(xí)共同體的相關(guān)理論基礎(chǔ),著重分析了以學(xué)習(xí)共同體為研究視角的原因。第四部分為學(xué)習(xí)共同體視野下的教師教學(xué)行為分析。分析了學(xué)習(xí)共同體視野下的教師教學(xué)行為的應(yīng)然狀態(tài),包括教師的言語(yǔ)行為、非言語(yǔ)行為和教師的教學(xué)準(zhǔn)備、教學(xué)過(guò)程、教學(xué)反思行為;探究了學(xué)習(xí)共同體視野下教師教學(xué)行為的影響因素和特征及對(duì)學(xué)生的影響。第五部分為學(xué)習(xí)共同體視野下教師教學(xué)行為的構(gòu)建。從建立信任關(guān)系、形成共同愿景、增加合作機(jī)會(huì)、培養(yǎng)團(tuán)隊(duì)精神、分享教學(xué)實(shí)踐、加強(qiáng)教學(xué)反思等方面論述了學(xué)習(xí)共同體視野下的教師教學(xué)行為構(gòu)建的基本路徑,并對(duì)構(gòu)建機(jī)制和應(yīng)注意的問(wèn)題進(jìn)行了探討。
[Abstract]:With the coming of the innovation era, the field of education is facing many challenges, the professional development of teachers has been concerned, learning community has become the inevitable trend of the development of schools. Under the perspective of learning community, the school has a common goal. Teachers actively participate in teaching discussion, share various learning resources and teaching experience, and reflect on teaching. The harmonious relationship between them is respect, support and promotion. As a learning community, the school can not only promote the professional level of teachers, but also promote the change of teachers' teaching behavior, make the school become teachers to share personal teaching practice, strengthen mutual recognition. The mutual trust teacher collective exchange platform, promotes the teacher teaching accomplishment and the level enhancement. The teaching behavior of teachers is a kind of exemplary behavior of teachers in the process of teaching. It includes teachers' cooperation among teachers in teaching organization and the behavior of sharing personal teaching experience among teachers in the process of teaching reflection, as well as the behavior of respecting students' personality differences and guiding cooperative learning. The teacher's teaching behavior directly affects the development of the students. The teacher's teaching behavior under the vision of learning community is full of love and responsibility in the serious communication, which is beneficial to the improvement of the student's personality and the cultivation of the child's lively and cheerful personality. Become a person who knows how to respect and assume social responsibility. In this paper, teachers' teaching behavior is studied from the perspective of learning community, and the development direction of teachers' teaching behavior is constructed based on the relevant theories of learning community by using the method of theoretical research. The paper is divided into five parts: the first part is the introduction, mainly discusses the reason of the topic, the purpose and significance of the research, the research methods and the specific ideas of the research. The second part is a literature review, which summarizes the research status of learning community and teachers' teaching behavior at home and abroad, and summarizes and analyzes the present situation of the research. The third part is the perspective of learning community research. This paper mainly introduces the characteristics of learning community, analyzes the validity analysis of learning community and the relevant theoretical basis of learning community, and emphatically analyzes the reason of taking learning community as the perspective of research. The fourth part is the analysis of teachers' teaching behavior from the perspective of learning community. This paper analyzes the ought state of teachers' teaching behavior under the vision of learning community, including teacher's speech act, nonverbal act and teacher's teaching preparation, teaching process, teaching reflective behavior; This paper probes into the influencing factors and characteristics of teachers' teaching behavior and their influence on students in the view of learning community. The fifth part is the construction of teachers' teaching behavior under the vision of learning community. From the aspects of establishing trust relationship, forming common vision, increasing opportunities for cooperation, cultivating team spirit, sharing teaching practice and strengthening teaching reflection, this paper discusses the basic path of teachers' teaching behavior construction under the vision of learning community. The construction mechanism and the problems should be paid attention to are also discussed.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G420

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 孫海曼;;構(gòu)建教師學(xué)習(xí)共同體的研究[J];亞太教育;2016年07期

2 楊繼富;黃小娜;;國(guó)內(nèi)外教師文化研究現(xiàn)狀及改進(jìn)策略[J];湖北函授大學(xué)學(xué)報(bào);2016年04期

3 龔曉林;;教師教學(xué)行為研究述評(píng)[J];興義民族師范學(xué)院學(xué)報(bào);2015年05期

4 趙蒙成;付萌;;基于工作室制的學(xué)習(xí)共同體:現(xiàn)狀、問(wèn)題與策略[J];教育與教學(xué)研究;2015年07期

5 吳永軍;;教學(xué)規(guī)程:將教學(xué)理念轉(zhuǎn)化為教學(xué)行為的指南[J];課程.教材.教法;2015年05期

6 馬露;;佐藤學(xué)構(gòu)建“學(xué)習(xí)共同體”的述評(píng)及對(duì)我國(guó)學(xué)校改革的啟示[J];華中師范大學(xué)研究生學(xué)報(bào);2014年02期

7 董輝;張晨;;國(guó)外新手教師與專(zhuān)家教師比較研究綜述[J];哈爾濱師范大學(xué)社會(huì)科學(xué)學(xué)報(bào);2014年02期

8 潘洪建;;“學(xué)習(xí)共同體”相關(guān)概念辨析[J];教育科學(xué)研究;2013年08期

9 潘洪建;;學(xué)習(xí)共同體構(gòu)建的基本理念[J];江蘇教育研究;2013年16期

10 肖正德;;教師教學(xué)行為轉(zhuǎn)變的文化學(xué)思考[J];課程·教材·教法;2011年04期

相關(guān)博士學(xué)位論文 前1條

1 張建瓊;課堂教學(xué)行為優(yōu)化研究[D];西北師范大學(xué);2005年

相關(guān)碩士學(xué)位論文 前10條

1 王露;構(gòu)建課堂學(xué)習(xí)共同體的實(shí)證研究[D];西北大學(xué);2014年

2 陳忠平;學(xué)習(xí)共同體視野下的教師專(zhuān)業(yè)文化建設(shè)[D];蘇州大學(xué);2013年

3 黃靜;新媒體課堂環(huán)境下教師教學(xué)行為變化追蹤研究[D];華中師范大學(xué);2013年

4 咸富蓮;地域文化對(duì)中小學(xué)教師教學(xué)行為影響的實(shí)證研究[D];寧夏大學(xué);2013年

5 王冬穎;高中教師課堂教學(xué)行為有效性研究[D];遼寧師范大學(xué);2012年

6 李莎莎;中美課堂有效教學(xué)行為研究的比較分析[D];上海師范大學(xué);2012年

7 余小茵;“教學(xué)做合一”式小學(xué)教師學(xué)習(xí)共同體的建構(gòu)與實(shí)踐[D];廣州大學(xué);2011年

8 薛立晶;基于教師課堂教學(xué)行為的教師文化研究[D];遼寧師范大學(xué);2011年

9 賴昀;教師文化的生成與建設(shè)研究[D];湖南科技大學(xué);2010年

10 劉程程;基于教師學(xué)習(xí)共同體的問(wèn)題驅(qū)動(dòng)式學(xué)習(xí)方式研究[D];東北師范大學(xué);2010年

，

本文編號(hào)：1977537