【摘要】：教學(xué)生活作為教師生活的一部分,而且是教師生活的重要成分,它影響著教師生活的質(zhì)量和水平。隨著國家實行特崗政策以來,農(nóng)村教育已經(jīng)有了很大的發(fā)展,本文通過農(nóng)村教育的現(xiàn)狀,發(fā)現(xiàn)了特崗教師在農(nóng)村的教學(xué)生活中的問題,闡述和分析了出現(xiàn)這種問題的原因,嘗試找出提高特崗教師教學(xué)生活質(zhì)量的有效途徑。本文介紹了S中學(xué)的現(xiàn)狀及特崗教師L老師的情況,說明了選取S中學(xué)的特崗教師L老師作為研究對象的原因。重點介紹作為農(nóng)村特崗教師的L老師的課堂教學(xué)生活現(xiàn)狀、課外教學(xué)生活狀況以及特崗教師與農(nóng)村家長互動案例等。其次通過11個案例發(fā)現(xiàn)特崗教師在農(nóng)村教學(xué)生活中遇到的問題:包括特崗教師認(rèn)真上課卻面對問題學(xué)生束手無策、特崗教師管理學(xué)生方法不足、特崗教師教學(xué)手段使用不當(dāng)、特崗教師教學(xué)方法有待提升、特崗教師備課期間沒有足夠的教育資源可利用、特崗教師課外輔導(dǎo)的艱難經(jīng)歷、特崗教師在農(nóng)村中學(xué)值班時遇到生活上的困難、農(nóng)村學(xué)生家長文化知識有待提升、農(nóng)村家庭教育缺失、農(nóng)村家長教育方式有待改善,大部分特崗教師所教非所學(xué)問題難以解決等。最后提出了相應(yīng)的解決策略:特崗教師自身方面需要改善;農(nóng)村家庭教育方式有待改善;學(xué)校應(yīng)作出相應(yīng)的努力;政府與國家需要做出努力改善特崗教師教學(xué)生活質(zhì)量等。本文通過走訪、調(diào)查、觀察、文獻(xiàn)搜集等方法對研究對象進(jìn)行深入、具體了解,對有關(guān)信息進(jìn)行整理和分析,提出自己的見解。本研究以農(nóng)村教師教學(xué)生活為視角,采用案例研究的方法,以現(xiàn)實生活中一所農(nóng)村初級中學(xué)的特崗教師為例,進(jìn)行案例研究,通過研究特崗教師L老師的教學(xué)生活的案例,從而了解農(nóng)村特崗教師,了解特崗教師的教育教學(xué)生活現(xiàn)狀,通過對農(nóng)村特崗教師教學(xué)生活成因的分析,從而提出解決農(nóng)村初中特崗教師教學(xué)生活的路徑,提升農(nóng)村特崗教師的教學(xué)生活質(zhì)量,以使特崗教師更好的在農(nóng)村工作,對農(nóng)村中學(xué)的教育有一定的實踐指導(dǎo)意義。
[Abstract]:Teaching life is a part of teacher's life, and it is an important component of teacher's life. It affects the quality and level of teacher's life. As the country implements the policy of special post, the rural education has been greatly developed. Through the current situation of rural education, this paper finds out the problems of the special post teachers in the rural teaching and life. This paper analyzes the reasons for this problem and tries to find out the effective ways to improve the teaching life of special post teachers. This paper introduces the status of S middle school and the situation of teacher L of special post teachers, and explains the reasons for the selection of teacher L, the special post teacher in S middle school, and focuses on the classroom teaching of teacher L as a rural special post teacher. The current situation of learning and life, the situation of extra-curricular teaching and life and the interaction cases between special post teachers and rural parents, and so on. Secondly, through 11 cases, the problems encountered in the teaching life in rural areas are found by the special Gang teachers, including the special Gang teachers who have no way to deal with the problems, the students' methods are insufficient and the teaching means of the special post teachers are made. The teaching methods of special post teachers need to be promoted. There is not enough education resources to be used during the preparation of special post teachers, the difficult experience of extra-curricular tutoring of special post teachers, the difficulties in the life of special post teachers when they are on duty in the rural middle schools, the cultural knowledge of rural students' parents need to be promoted, the rural family education is missing, and the rural parents education is not available. In the end, the teachers should improve their own aspects, the rural family education needs to be improved, the schools should make corresponding efforts, the government and the state need to make efforts to improve the quality of the teaching life of the special post teachers. This study takes the teaching life of rural teachers as the perspective and the method of case study, taking the special post teachers of a rural junior high school in real life as an example to carry out a case study. After studying the case of the teaching life of the special post teacher L, we can understand the rural special post teachers and understand the present situation of the teaching and teaching life of the special post teachers. Through the analysis of the causes of the teaching life of the rural special post teachers, this paper puts forward the way to solve the teaching life of the special post teachers in rural junior middle schools and improve the quality of the teaching and life of the rural special post teachers. In order to enable special post teachers to work better in rural areas, it has practical guiding significance for rural middle school education.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G525.1

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