本文選題：新教師　切入點(diǎn)：教學(xué)機(jī)智　出處：《西南大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究著重解決的問(wèn)題是：小學(xué)新教師教學(xué)機(jī)智的運(yùn)用有哪些表現(xiàn)?他們?cè)谶\(yùn)用教學(xué)機(jī)智時(shí)存在哪些不足?如何通過(guò)自身與外在條件的轉(zhuǎn)換來(lái)實(shí)現(xiàn)教學(xué)機(jī)智運(yùn)用能力的改善?圍繞這些問(wèn)題,本文首先通過(guò)文獻(xiàn)的查閱與初步的訪談將教學(xué)機(jī)智界定為：教師基于具體教學(xué)情境,使教學(xué)中各要素相互匹配的教學(xué)藝術(shù)與能力。教學(xué)機(jī)智既包含教師敏捷、合理、有效的化解課堂突發(fā)狀況的能力,也包括教師根據(jù)學(xué)情、教學(xué)內(nèi)容等狀況主動(dòng)改變教學(xué)常規(guī),提高教學(xué)效率的行動(dòng)。在研究對(duì)象的選取上,本研究選擇了金堂縣高板鎮(zhèn)小學(xué)的10名教師進(jìn)行了深度訪談,并在此基礎(chǔ)上對(duì)鄧、張兩位老師進(jìn)行了重點(diǎn)的跟蹤與觀察,最終通過(guò)對(duì)調(diào)查結(jié)果的分析獲取了研究的結(jié)論。本文認(rèn)為,小學(xué)新教師在課堂中運(yùn)用教學(xué)機(jī)智時(shí)存在如下問(wèn)題： (1)教學(xué)過(guò)程調(diào)控藝術(shù)化程度不高,遇事慌張、缺乏理性自制力,這也就導(dǎo)致老師與學(xué)生缺乏有效的溝通,一定程度上抑制了學(xué)生對(duì)課堂的參與； (2)教學(xué)時(shí)機(jī)把握不當(dāng),常常錯(cuò)失運(yùn)用教學(xué)機(jī)智的最佳時(shí)機(jī),降低了教學(xué)資源的轉(zhuǎn)化程度； (3)教師對(duì)教學(xué)環(huán)境的調(diào)控缺乏審美關(guān)照,教學(xué)氣氛不利于學(xué)生的學(xué)習(xí)； (4)教師在借鑒優(yōu)秀教師的教學(xué)方式時(shí),存在機(jī)械模仿的傾向,獨(dú)創(chuàng)性機(jī)智較少。小學(xué)新教師在教學(xué)機(jī)智運(yùn)用上的不合理,致使課堂的教學(xué)模式固化,教學(xué)的過(guò)程線性化、單一化,難以生成富有變化的高效課堂。結(jié)合教育學(xué)、心理學(xué)和社會(huì)學(xué)等相關(guān)理論,對(duì)其原因進(jìn)行探究,本文認(rèn)為小學(xué)新教師教學(xué)機(jī)智的運(yùn)用受到來(lái)自教師學(xué)習(xí)背景、入職學(xué)校、自身動(dòng)機(jī)等多方面原因的影響而主要表現(xiàn)為： (1)教師應(yīng)變能力較差,缺乏對(duì)課堂突發(fā)事件準(zhǔn)確的判斷、處理能力； (2)教師知識(shí)結(jié)構(gòu)不全面,尤其是在實(shí)踐性知識(shí)層面,實(shí)踐性知識(shí)比較零散、分散,難以有效指導(dǎo)新教師及時(shí)、有效解決課堂突發(fā)事件；(3)教師還缺乏良好的反思習(xí)慣,無(wú)法從實(shí)例中獨(dú)創(chuàng)教學(xué)機(jī)智；(4)學(xué)校宏大敘事式的培養(yǎng)方式,缺乏對(duì)教師課堂教學(xué)實(shí)際的關(guān)注,對(duì)教師教學(xué)機(jī)智的培養(yǎng),也常常被管理與培訓(xùn)者所忽略。綜合相關(guān)資料與調(diào)查分析結(jié)果,本文認(rèn)為,改進(jìn)小學(xué)新教師教學(xué)機(jī)智的運(yùn)用策略應(yīng)通過(guò)以下幾方面實(shí)現(xiàn)： (1)提高教師自身心理素質(zhì),從培養(yǎng)心理穩(wěn)定性與應(yīng)變能力出發(fā),提高教師把握關(guān)鍵教學(xué)時(shí)機(jī)的能力； (2)教師要著重培養(yǎng)自身的教學(xué)實(shí)踐技能,通過(guò)對(duì)學(xué)生的主體價(jià)值的尊重,立足于教學(xué)規(guī)律的教學(xué)反思來(lái)提高教學(xué)機(jī)智； (3)教師應(yīng)拓展自己的學(xué)科知識(shí),深化自身的教學(xué)理念,為教學(xué)機(jī)智的合理運(yùn)用打下基礎(chǔ)； (4)學(xué)校方面應(yīng)該改善新教師的培養(yǎng)模式,在培訓(xùn)過(guò)程中提供更多基于教學(xué)現(xiàn)場(chǎng)的實(shí)例,并加強(qiáng)優(yōu)秀教師幫帶的目的性。
[Abstract]:This study focuses on solving the problem is: what is the performance of the use of teaching wit of the new primary school teachers? What are their shortcomings in using their teaching wit? How to achieve the improvement of the ability of teaching wit through the transformation of self and external conditions? Focusing on these problems, this paper first defines teaching wit as teaching art and ability based on specific teaching situation, which makes the elements of teaching match each other. Teaching wit includes teachers' agility. The ability to resolve the unexpected situation in class reasonably and effectively includes the teachers' initiative to change the teaching routine and improve the teaching efficiency according to the situation of learning, teaching content and so on. In this study, 10 teachers from Gaobanzhen Primary School in Jintang County were selected for in-depth interviews, and on this basis, two teachers Deng and Zhang were followed and observed. Finally, through the analysis of the results of the investigation, we get the conclusion of the research. This paper holds that there are the following problems in the use of teaching wit in the classroom by new primary school teachers: (1) the degree of artistic adjustment and control in the teaching process is not high, the situation is in a panic, and the rational self-control is lacking. This leads to a lack of effective communication between teachers and students, which to some extent inhibits students' participation in the classroom. It reduces the degree of transformation of teaching resources, 3) the teachers lack aesthetic attention to the control of teaching environment, and the teaching atmosphere is not conducive to the students' learning. 4) the teachers have the tendency of mechanical imitation when they learn from the teaching methods of excellent teachers. The new primary school teachers' unreasonable use of teaching wits leads to the solidification of the classroom teaching mode, the linearization of the teaching process, the simplification of the teaching process, and the difficulty of producing a highly efficient classroom with rich changes. Psychology, sociology and other relevant theories, to explore its reasons, this paper believes that the use of teaching wit of new primary school teachers is due to the teachers' learning background, entering the school, The influences of self-motivation and other factors are as follows: (1) teachers' ability to adapt to emergencies, lack of accurate judgment and ability to deal with unexpected events in class; (2) teachers' knowledge structure is not comprehensive, especially at the level of practical knowledge. Practical knowledge is scattered and scattered, so it is difficult to effectively guide new teachers in time and effectively solve classroom emergencies. Teachers still lack good reflective habits and can not create original teaching wits from examples. The lack of attention to teachers' classroom teaching and the training of teachers' teaching tact are often ignored by management and trainers. The strategies for improving the teaching wits of new primary school teachers should be realized in the following aspects: 1) improving teachers' psychological quality, starting from cultivating psychological stability and adaptability; To improve the ability of teachers to grasp the key teaching opportunities, teachers should focus on cultivating their own practical teaching skills and respect the students' main value. Teachers should expand their subject knowledge, deepen their teaching ideas, lay a foundation for the rational use of teaching wit, and improve the training mode of new teachers in schools. In the course of training, provide more examples based on teaching field, and strengthen the purpose of excellent teachers.
【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】：2015
【分類號(hào)】：G622.4

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