【摘要】： 新課程改革實(shí)施以來,已經(jīng)取得了一定的成績(jī),但也面臨一些需要解決的問題。教師是新的課程理念的實(shí)踐者,是課程改革成敗之關(guān)鍵因素,教師的課堂教學(xué)行為對(duì)課堂教學(xué)的質(zhì)量具有決定性影響,是落實(shí)課程理念、實(shí)現(xiàn)課程改革的基本條件。但是,在本人的走訪調(diào)查中發(fā)現(xiàn),在我們的課堂教學(xué)中常常有這種現(xiàn)象:一個(gè)看似熱鬧、互動(dòng)的課堂最終又歸結(jié)到教師的授受之中:師生之間的問答啟發(fā)其實(shí)質(zhì)是在步步落入到教師事先設(shè)計(jì)好的“圈套”。教師能夠認(rèn)識(shí)到自己的傳統(tǒng)的教育理念、方法有問題,已不能很好地適應(yīng)教學(xué)改革和社會(huì)發(fā)展的要求,但是令他們困惑的是,通過教師培訓(xùn),他們仿佛已經(jīng)理解了新課程改革的理念,也想努力改變自己的教育行為與模式,但最后仍不知不覺地回到舊式窠臼,出現(xiàn)一些教師表達(dá)的教育觀念與其實(shí)際教育行為分離的現(xiàn)象。 正是由于教師緘默性教育觀念的存在導(dǎo)致了教師表達(dá)的教育觀念與其教學(xué)行為分離的現(xiàn)象。教師的緘默性教育觀念是指來自于教師的個(gè)人實(shí)踐,存在于教師個(gè)人的頭腦中的,高度個(gè)體化的,教師自身沒有意識(shí)到并且難以用言語表達(dá)出來,難以與他人共享的,但能夠付諸實(shí)踐,對(duì)教師教育教學(xué)實(shí)踐行為影響作用最大的教師個(gè)人的教育觀念。教師的緘默性教育觀念是教師教育教學(xué)行為的基礎(chǔ),它對(duì)教師教育教學(xué)行為既有積極作用,也有消極作用。本文從教師緘默性教育觀念的角度切入,以期對(duì)教育改革過程中出現(xiàn)的教師自身的觀念與行為的轉(zhuǎn)變因素作更加清晰、合理的解釋,豐富探討教育問題的理論視角,并對(duì)教育實(shí)踐產(chǎn)生有益的啟發(fā),使教師的緘默性教育觀念得到更新,進(jìn)而優(yōu)化其課堂教學(xué)行為。 全文分為五部分。在前言中對(duì)論文的選題背景、論題研究的意義、方法、相關(guān)文獻(xiàn)以及研究過程做了論述;進(jìn)而對(duì)教師緘默性教育觀念的內(nèi)涵及其相關(guān)概念進(jìn)行了界定,以期建立一個(gè)理論框架,并探討了教師的緘默知識(shí)與教師的緘默性教育觀念的形成,描述了教師的緘默性教育觀念的表征;然后立足于對(duì)教師的課堂行為觀察、與教師的訪談,分析了這些課堂教學(xué)行為背后的教師緘默性教育觀念,從教師的緘默性教學(xué)觀、緘默性學(xué)生觀和緘默性教師角色觀三個(gè)角度分析了教師的緘默性教育觀念及其對(duì)課堂教學(xué)行為的影響;最后,在明晰教師緘默性教育觀念對(duì)其優(yōu)化課堂教學(xué)行為的意義后,從社會(huì)、學(xué)校和教師個(gè)人的角度分析了教師緘默性教育觀念對(duì)其課堂教學(xué)行為的優(yōu)化機(jī)制。
[Abstract]:Since the implementation of the new curriculum reform, has made certain achievements, but also faces some problems that need to be solved. Teachers are the practitioners of the new curriculum concept and the key factor of the success or failure of the curriculum reform. The teacher's classroom teaching behavior has a decisive impact on the quality of classroom teaching, and is the basic condition for the implementation of the curriculum concept and the realization of the curriculum reform. However, in my visit to the survey found that in our classroom teaching often such a phenomenon: a seemingly lively, The interactive classroom finally comes down to the teacher's teaching: the question and answer between teachers and students enlightens its essence is to fall into the "trap" designed by the teacher in advance. Teachers are able to recognize their traditional educational ideas, the methods are problematic, and they can no longer adapt to the requirements of teaching reform and social development, but what puzzles them is that, through teacher training, They seem to have understood the idea of the new curriculum reform and tried to change their educational behaviors and patterns, but eventually they unconsciously returned to the old pattern. Some teachers expressed the concept of education and their actual education behavior separation phenomenon. It is due to the existence of teacher's silent educational concept that the teacher's educational concept is separated from his teaching behavior. The teacher's concept of silent education refers to the personal practice of the teacher, which exists in the teacher's personal mind, highly individualized, and which the teacher himself is not aware of and difficult to express in words, and difficult to share with others. However, the teacher's personal educational concept, which can be put into practice and has the most influence on the teacher's teaching practice behavior, can be put into practice. Teachers' concept of silent education is the basis of teachers' educational and teaching behavior, which has both positive and negative effects on teachers' educational and teaching behaviors. From the angle of teachers' silent educational concept, this paper aims to make a clearer and more reasonable explanation of the factors of teachers' own concept and behavior in the course of educational reform, and enrich the theoretical perspective of exploring the educational problems. It also has beneficial enlightenment to the educational practice, so that teachers' silent educational concept can be renewed and their classroom teaching behavior will be optimized. The full text is divided into five parts. In the preface, the background of the topic, the significance, method, relevant literature and research process of the thesis are discussed, and then the connotation and related concepts of teachers' silent education are defined in order to establish a theoretical framework. It also discusses the formation of teachers' tacit knowledge and teachers' concept of silent education, describes the representation of teachers' concept of silent education, and then based on the observation of teachers' classroom behavior, interviews with teachers. This paper analyzes the teachers' silent education ideas behind these classroom teaching behaviors, and analyzes the teachers' silent teaching views. This paper analyzes the teachers' concept of mutism education and its influence on classroom teaching behavior from the perspectives of mute students and silent teachers' role, and finally, after clarifying the significance of teachers' concept of silent education to the optimization of classroom teaching behavior, From the perspective of society, schools and teachers, this paper analyzes the optimization mechanism of teachers' silent education concept to their classroom teaching behavior.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G451

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