本文關(guān)鍵詞： 有效教學(xué) 教學(xué)行為 教學(xué)　出處：《華東師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 有效教學(xué)是人們?yōu)榱诉_(dá)到理想的教學(xué)效果進(jìn)行的孜孜不倦的追求,長(zhǎng)久以來(lái)一直受到眾多學(xué)者的關(guān)注,也是當(dāng)今教育領(lǐng)域中的熱點(diǎn)問(wèn)題。本論文以有效教學(xué)理論為研究對(duì)象,分為研究的歷史與現(xiàn)狀、研究的理念分析、研究的實(shí)踐歸納和研究反思及未來(lái)發(fā)展方向的展望四個(gè)部分。 第一部分為有效教學(xué)研究的綜述。概述了國(guó)內(nèi)外研究的相關(guān)背景和研究歷史。 第二部分為有效教學(xué)研究的基本理念。對(duì)有效教學(xué)基本理念中的相關(guān)概念、理論基礎(chǔ)和評(píng)價(jià)標(biāo)準(zhǔn)三個(gè)方面進(jìn)行理論上的探討。有效教學(xué)是根據(jù)課前預(yù)設(shè)的教學(xué)方案而實(shí)施的兼顧預(yù)設(shè)教學(xué)目標(biāo)的實(shí)現(xiàn)和動(dòng)態(tài)有效生成的符合自身規(guī)律的教學(xué)。在教育教學(xué)發(fā)展史上,諸如巴班斯基的最優(yōu)化教學(xué)觀、奧蘇貝爾的有意義接受學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論等都是有效教學(xué)發(fā)展的理論基礎(chǔ)。什么樣的教學(xué)是有效教學(xué)?怎樣評(píng)判有效教學(xué)?以上問(wèn)題是有效教學(xué)評(píng)價(jià)要探討的最根本的問(wèn)題,也成為亟需解決的問(wèn)題。筆者認(rèn)為評(píng)價(jià)有效教學(xué)的標(biāo)準(zhǔn)可以細(xì)分為四個(gè)方面,分別體現(xiàn)在教學(xué)目標(biāo)的有效性、教學(xué)內(nèi)容的有效性、教學(xué)過(guò)程的有效性和教學(xué)結(jié)果的有效性。 第三部分為有效教學(xué)研究的實(shí)踐歸納,重點(diǎn)對(duì)有效的教學(xué)行為進(jìn)行研究。筆者從有效教學(xué)行為的實(shí)踐意義,影響有效教學(xué)行為的因素和有效教學(xué)行為策略三方面進(jìn)行研究。有效教學(xué)行為是能夠促進(jìn)學(xué)生學(xué)習(xí)與發(fā)展并有利于教師自身專業(yè)成長(zhǎng)的教學(xué)活動(dòng)。影響有效教學(xué)行為的因素有很多,包括教師、學(xué)生、教學(xué)內(nèi)容、教學(xué)環(huán)境等,其中最重要的教師自身因素的影響。最后,根據(jù)教學(xué)過(guò)程的三個(gè)階段(教學(xué)準(zhǔn)備、教學(xué)實(shí)施、教學(xué)評(píng)價(jià))設(shè)計(jì)出一套完整的有效教學(xué)行為策略。 第四部分是對(duì)有效教學(xué)的反思及未來(lái)發(fā)展方向的探索。綜觀有效教學(xué)的研究,既有成果也有不足。在此基礎(chǔ)上,筆者提出一些值得思考的困惑和問(wèn)題,以期反思研究的不足,展望有效教學(xué)的未來(lái)發(fā)展趨勢(shì)。 本論文旨在通過(guò)以上四個(gè)部分構(gòu)成一個(gè)較為系統(tǒng)的有效教學(xué)研究體系,對(duì)有效教學(xué)的相關(guān)理論進(jìn)行澄清,希望能為增強(qiáng)其實(shí)踐的系統(tǒng)性提供一些借鑒。
[Abstract]:Effective teaching is the tireless pursuit of people in order to achieve the ideal teaching effect, and has been concerned by many scholars for a long time. It is also a hot issue in the field of education. This paper takes the effective teaching theory as the research object, divided into the history and the present situation of the research, the concept analysis of the research. The research practice induces and studies the reflection and the future development direction forecast four parts. The first part is an overview of effective teaching research. The second part is the basic concepts of effective teaching research. The theoretical basis and evaluation criteria are discussed in theory. Effective teaching is a kind of teaching that takes into account the realization of the preset teaching goal and the dynamic and effective generation according to its own law according to the preset teaching plan before class. In the history of education and teaching. Such as Barbansky's optimal teaching theory, Ausubel's theory of meaningful acceptance learning, constructivism learning theory are the theoretical basis for the development of effective teaching. What kind of teaching is effective teaching? How to judge effective teaching? The above problems are the most fundamental problems to be discussed in the effective teaching evaluation, and also become the urgent problems to be solved. The author thinks that the evaluation of effective teaching standards can be divided into four aspects, which are reflected in the effectiveness of teaching objectives. The validity of teaching content, teaching process and teaching results. The third part is the practical induction of effective teaching research, focusing on the effective teaching behavior. The author from the practical significance of effective teaching behavior. The factors affecting effective teaching behavior and effective teaching behavior strategies are studied. Effective teaching behavior is a teaching activity that can promote students' learning and development and benefit teachers' professional growth. There are many behavioral factors. Including teachers, students, teaching content, teaching environment, among which the most important factors of teachers themselves. Finally, according to the three stages of the teaching process (teaching preparation, teaching implementation. Teaching evaluation) to design a complete set of effective teaching behavior strategies. The 4th part is the reflection of effective teaching and the exploration of the future development direction. Looking at the research of effective teaching, there are not only achievements but also shortcomings. On this basis, the author puts forward some puzzles and problems worth thinking about. In order to reflect on the shortcomings of the study, looking forward to the future trend of effective teaching. The purpose of this paper is to make up a systematic and effective teaching research system through the above four parts, clarify the relevant theories of effective teaching, and hope to provide some reference for strengthening the systematization of its practice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G420

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

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相關(guān)碩士學(xué)位論文 前10條

1 孫浩華;高中美術(shù)鑒賞“有效教學(xué)”探究[D];山東師范大學(xué);2010年

2 付秀娜;初中歷史課堂教學(xué)有效性研究[D];山東師范大學(xué);2010年

3 陳水英;校長(zhǎng)課程領(lǐng)導(dǎo)力與教學(xué)有效性的相關(guān)性研究[D];華東師范大學(xué);2010年

4 李瀛瀅;高中信息技術(shù)課有效教學(xué)策略探究[D];河北大學(xué);2011年

5 韓影;幼兒園有效教學(xué)研究[D];哈爾濱師范大學(xué);2011年

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7 陳穎;有針對(duì)性地實(shí)施有效教學(xué)行為之研究[D];暨南大學(xué);2012年

8 景禎;普通高校鋼琴公共選修課有效教學(xué)研究[D];西南大學(xué);2012年

9 潘文煜;教師自我認(rèn)知偏差對(duì)有效教學(xué)的影響研究[D];西南大學(xué);2013年

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本文編號(hào)：1480205