本文選題：特級(jí)教師　切入點(diǎn)：教學(xué)風(fēng)格　出處：《江南大學(xué)》2015年碩士論文

【摘要】：世界各國都對(duì)教育事業(yè)越來越重視,中國也不例外,特別重視教師在教育中的作用,教師的教學(xué)風(fēng)格也成為新的研究領(lǐng)域,形成自己教學(xué)風(fēng)格的教師更容易獲得教學(xué)幸福感,受此影響,我國開始深入研究特級(jí)教師的教學(xué)風(fēng)格。研究特級(jí)教師教學(xué)風(fēng)格,對(duì)豐富我國教師專業(yè)發(fā)展理論有重大理論意義,也讓教師不再困惑如何找尋適合自己的教學(xué)風(fēng)格之路。本研究選用質(zhì)性研究方法中的個(gè)案研究,經(jīng)過多方考量,揀選有鮮明教學(xué)風(fēng)格且教學(xué)優(yōu)秀的小學(xué)語文特級(jí)教師L老師作為筆者的研究對(duì)象。筆者經(jīng)過為期半年的訪談,課堂觀察和課堂實(shí)錄采集,收集了豐富資料。從個(gè)案研究這個(gè)角度來研究L老師的教學(xué)風(fēng)格的四個(gè)形成過程,總結(jié)出L老師的教學(xué)風(fēng)格為理智型和誘導(dǎo)型的教學(xué)風(fēng)格,并分析影響該教師教學(xué)風(fēng)格形成的內(nèi)部因素和外部因素,最后得出如下啟示:對(duì)普通教師的啟示:警惕師徒帶教的經(jīng)驗(yàn)主義;在教學(xué)中勇于創(chuàng)新;善于利用閑暇時(shí)光進(jìn)行學(xué)習(xí);認(rèn)真?zhèn)湔n,樂于接受同行檢驗(yàn);教師在教學(xué)中明確工作重點(diǎn),不要給學(xué)生帶來過重的課業(yè)負(fù)擔(dān)。對(duì)語文教師的啟示:與自己志同道合的同事一起組建專業(yè)學(xué)習(xí)社群,擴(kuò)寬專業(yè)發(fā)展路徑;在教學(xué)中注重教學(xué)反思,以反思促進(jìn)成長;樹立科研意識(shí),科研意識(shí)是教師自我發(fā)展的不竭動(dòng)力。但由于筆者精力、時(shí)間、能力的限制,還存在很多不足之處,對(duì)于語文教學(xué)風(fēng)格的相關(guān)理論了解不夠透徹,個(gè)案的特殊性與其所反映的普遍性價(jià)值沒較好結(jié)合,還需要仔細(xì)深入探討,筆者在以后的學(xué)習(xí)工作中還會(huì)深入研究,使之更加完整、系統(tǒng)。
[Abstract]:All countries in the world pay more and more attention to education, and China is no exception. Teachers pay special attention to the role of teachers in education, and teachers' teaching style has become a new research field. Teachers who form their own teaching styles are more likely to obtain teaching happiness. Under the influence of this, our country begins to study the teaching style of the special teachers in depth. It is of great theoretical significance to enrich the theory of the professional development of teachers in our country by studying the teaching style of the teachers of the special grade. It also makes teachers no longer confused about how to find a way to suit their own teaching style. This study selects a case study of qualitative research methods, which has been considered by many parties. Teacher L, who has a distinctive teaching style and excellent teaching style, is chosen as the author's research object. After half a year of interviews, classroom observation and classroom record collection, From the perspective of case study, this paper studies the four forming processes of L teacher's teaching style, and concludes that L teacher's teaching style is rational and inductive. It also analyzes the internal and external factors that affect the formation of the teacher's teaching style, and finally draws the following revelations: the enlightenment to ordinary teachers, the vigilance of empiricism of teachers and disciples, the courage to innovate in teaching, the good use of leisure time to learn; Prepare lessons conscientiously, be willing to accept peer inspection; teachers are clear about their work priorities in teaching, do not bring students too much homework burden. Inspiration to Chinese teachers: set up a professional learning community with their colleagues who share the same aspirations, Broaden the path of professional development; pay attention to teaching reflection to promote growth; establish a scientific research awareness, scientific research awareness is the inexhaustible power of teachers' self-development. But due to the author's energy, time, ability constraints, There are still many shortcomings, the relevant theories of Chinese teaching style are not fully understood, the particularity of the case is not well combined with the universal value reflected by it, and it needs to be carefully and thoroughly discussed. The author will study further in the future to make it more complete and systematic.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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