發(fā)布時(shí)間：2018-05-25 10:48

  本文選題：農(nóng)村小學(xué) + 小班化教學(xué)　； 參考：《天津師范大學(xué)》2015年碩士論文

【摘要】：隨著我國社會(huì)不斷進(jìn)步,農(nóng)村地區(qū)教育水平落后的現(xiàn)實(shí)越來越受到關(guān)注,農(nóng)村地區(qū)需要公平優(yōu)質(zhì)的教育。小班化教學(xué)作為一種新的教學(xué)組織形式,是指在小班中實(shí)行的以每一個(gè)學(xué)生得到全面而個(gè)性化的發(fā)展為理念的教育。在農(nóng)村小學(xué)實(shí)行小班化教學(xué)有利于改善農(nóng)村教育現(xiàn)狀,提高學(xué)生受教育水平,實(shí)現(xiàn)教育公平。農(nóng)村地區(qū)近年來由于各種原因,生源大大減少,為實(shí)行小班化教學(xué)提供了良好的條件。本文整理國內(nèi)國外相關(guān)文獻(xiàn)資料,對(duì)小班化教學(xué)進(jìn)行了理論分析,并運(yùn)用問卷調(diào)查法和訪談法等,調(diào)查發(fā)現(xiàn)農(nóng)村小學(xué)小班化教學(xué)中存在許多問題,對(duì)問題原因進(jìn)行分析并針提出建議。本文分為五個(gè)部分： 第一部分為本文的緒論部分,緒論部分主要包括四個(gè)方面,分別為農(nóng)村小學(xué)小班化教學(xué)研究的背景、目的和意義、研究方法,核心概念界定。 第二部分為研究綜述,通過文獻(xiàn)資料的閱讀整理,對(duì)國內(nèi)國外關(guān)于小班化教學(xué)和農(nóng)村小班化教學(xué)的研究進(jìn)行了分類和總結(jié),借鑒經(jīng)驗(yàn)并總結(jié)現(xiàn)有研究的不足。 第三部分為理論分析,主要包括小班化教學(xué)的產(chǎn)生與價(jià)值,小班化教學(xué)的要素兩大部分。按照教學(xué)組織形式的發(fā)展過程闡釋了小班化教學(xué)的產(chǎn)生過程,闡述了小班化教學(xué)對(duì)于學(xué)生、教師和學(xué)校價(jià)值,并分析了小班化教學(xué)的要素,包括教學(xué)環(huán)境、教學(xué)理念、教學(xué)策略和教學(xué)評(píng)價(jià)四個(gè)方面。 第四部分是對(duì)農(nóng)村小學(xué)小班化教學(xué)的現(xiàn)狀分析并通過分析發(fā)現(xiàn)問題。選取河北省地區(qū)小學(xué)作為研究對(duì)象,主要采取問卷調(diào)查法和訪談法。訪談對(duì)象為發(fā)放問卷的每所學(xué)校的2-3教師。由于農(nóng)村地區(qū)學(xué)校教師數(shù)量有限,所以共發(fā)放80份問卷。經(jīng)過數(shù)據(jù)分析和對(duì)教師的訪談,發(fā)現(xiàn)與理想的小班化教學(xué)形式相比,農(nóng)村地區(qū)小學(xué)主要存在四個(gè)方面的問題：座位編排僵化,班級(jí)氣氛沉悶、公平個(gè)性優(yōu)質(zhì)的教學(xué)理念并沒有完全確立、教學(xué)以講授為主,學(xué)生參與程度低、教學(xué)評(píng)價(jià)注重成績(jī),忽視學(xué)生個(gè)性特點(diǎn)。 第五部分是原因分析與對(duì)策。原因主要包括四方面：農(nóng)村地區(qū)資源短缺,師資結(jié)構(gòu)不合理、缺乏合理培訓(xùn),教師對(duì)教學(xué)理念理解不夠、教師缺乏壓力,沒有改變教學(xué)現(xiàn)狀的動(dòng)力和現(xiàn)實(shí)的選拔制度,制約著評(píng)價(jià)方式的選擇。然后根據(jù)問題原因提出有針對(duì)性的對(duì)策：加大對(duì)農(nóng)村地區(qū)資源傾斜,均衡師資、轉(zhuǎn)變培訓(xùn)方式,幫助教師進(jìn)行教學(xué)理念的內(nèi)化、建立有效機(jī)制,提高教師進(jìn)行教學(xué)的積極性、運(yùn)用多元評(píng)價(jià),促進(jìn)學(xué)生個(gè)性發(fā)展。
[Abstract]:With the development of our society, the backward education level in rural areas has been paid more and more attention. Rural areas need fair and high quality education. As a new form of teaching organization, small class teaching refers to the education in small class which is based on the idea that every student gets comprehensive and individualized development. The implementation of small class teaching in rural primary schools is conducive to improving the present situation of rural education, improving the education level of students and realizing education fairness. In recent years, the number of students in rural areas has been greatly reduced due to various reasons, which provides a good condition for the implementation of small class teaching. This article collates the domestic and foreign related literature material, carries on the theory analysis to the small class teaching, and uses the questionnaire survey and the interview method, finds that there are many problems in the small class teaching in the rural primary school. Analyze the cause of the problem and give some advice. This paper is divided into five parts: The first part is the introduction part of this paper, the introduction part mainly includes four aspects, respectively, for the background, purpose and significance, research method, core concept definition of the rural primary school small class teaching research. The second part is a summary of the research, through the reading of literature, the domestic and foreign research on small class teaching and rural small class teaching are classified and summarized, and draw lessons from the experience and summarize the shortcomings of the existing research. The third part is the theoretical analysis, including the emergence and value of small class teaching, the elements of small class teaching. According to the development process of teaching organization, this paper explains the process of producing small class teaching, expounds the value of small class teaching to students, teachers and schools, and analyzes the elements of small class teaching, including teaching environment and teaching idea. Teaching strategy and teaching evaluation. The fourth part analyzes the current situation of small class teaching in rural primary schools and finds out the problems. Primary schools in Hebei Province were selected as the research object, mainly by questionnaire survey and interview method. The interview subjects were 2-3 teachers from each school who distributed the questionnaire. Due to the limited number of school teachers in rural areas, a total of 80 questionnaires were distributed. Through data analysis and interviews with teachers, it is found that there are four main problems in primary schools in rural areas compared with the ideal small class teaching form: rigid seating arrangement, dull class atmosphere, The teaching concept of fair personality and high quality is not completely established, teaching is mainly teaching, the degree of student participation is low, teaching evaluation pays attention to achievements, and neglects the characteristics of students' personality. The fifth part is the reason analysis and countermeasure. The main reasons include: shortage of resources in rural areas, unreasonable structure of teachers, lack of reasonable training, lack of understanding of teaching concepts, lack of pressure on teachers, lack of motivation to change the current situation of teaching and realistic selection system. It restricts the choice of evaluation mode. Then according to the causes of the problems, the author puts forward some countermeasures: increasing the inclination of resources in rural areas, balancing teachers, changing training methods, helping teachers internalize teaching ideas, establishing effective mechanisms, and improving teachers' enthusiasm in teaching. Use multiple evaluation to promote the development of students' personality.
【學(xué)位授予單位】：天津師范大學(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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