本文選題：研究型教師 + 成長路徑�。� 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：我國新一輪基礎(chǔ)教育改革進(jìn)入深水區(qū)，傳統(tǒng)的教育理念、教育教學(xué)方式、學(xué)生的學(xué)習(xí)方式都將發(fā)生根本性變革。小學(xué)語文教師作為學(xué)校語文教育教學(xué)活動(dòng)的重要參加者，應(yīng)該成為教育教學(xué)活動(dòng)的研究者，做研究型教師能夠更好地配合新課改，使新課程在小學(xué)語文教學(xué)領(lǐng)域更好地實(shí)施，從而推進(jìn)新課改的進(jìn)程。小學(xué)語文研究型教師是具備深厚的語文學(xué)科理論基礎(chǔ)和較強(qiáng)的教育科學(xué)研究能力，形成科學(xué)的語文教學(xué)思想，做出小學(xué)語文學(xué)科研究體系，優(yōu)化小學(xué)語文教學(xué)的教師。 筆者采用質(zhì)的研究方法中的個(gè)案研究法，運(yùn)用訪談法、實(shí)物分析法，以符合小學(xué)語文研究型教師特征的李懷源為個(gè)案進(jìn)行研究。通過研究個(gè)案所做的教學(xué)研究，以及從一名普通的小學(xué)語文老師成長為研究型教師的成長路徑，探討個(gè)案成長為小學(xué)語文研究型教師的因素，從而得出培養(yǎng)小學(xué)語文研究型教師的啟示，為普通小學(xué)語文教師提供一些可行的成長策略。 作為小學(xué)語文研究型教師，研究對象的教學(xué)思想及研究過程，是其成為小學(xué)語文研究型教師的依托，能夠反映出其成為研究型教師的過程。研究對象的教學(xué)思想的發(fā)展是在教學(xué)實(shí)踐和教學(xué)改革研究的過程中，經(jīng)過小學(xué)語文單元整體教學(xué)——單元整體課程——整體教育三個(gè)階段逐步完善。 筆者通過對研究對象的研究型教師成長之路的資料進(jìn)行分析，發(fā)現(xiàn)研究對象作為小學(xué)語文研究型教師的成長歷程，主要從研究對象的學(xué)生時(shí)代一直到其做出研究成果并進(jìn)行推廣。根據(jù)研究對象成長路徑中一些轉(zhuǎn)折點(diǎn)，筆者將整個(gè)歷程分為以下幾個(gè)階段：學(xué)生時(shí)代的文學(xué)夢——從教初期的教學(xué)實(shí)踐——民辦學(xué)校的教學(xué)新嘗試——教育碩士的積累升華——教學(xué)研究的深化。 根據(jù)對研究對象的教學(xué)思想、教學(xué)研究以及成長路徑進(jìn)行分析，發(fā)現(xiàn)研究對象從普通的小學(xué)語文教師成長為一名做出突出的研究成果的研究型教師，源于他明確的專業(yè)發(fā)展方向、良好的人人格因素、濃厚的閱讀興趣、強(qiáng)烈的反思意識、良好的教研環(huán)境、豐富的學(xué)術(shù)活動(dòng)。 根據(jù)以上對小學(xué)語文研究型教師成長路徑和因素的分析，筆者主要探討以下幾點(diǎn)小學(xué)語文研究型教師的培養(yǎng)啟示：對小學(xué)語文教育事業(yè)的熱情是研究小學(xué)語文教育教學(xué)，成為小學(xué)研究型教師的根本原因；小學(xué)語文教師通過反思性教學(xué)能夠發(fā)現(xiàn)教學(xué)活動(dòng)的優(yōu)缺點(diǎn)，了解學(xué)生的學(xué)習(xí)情況，甚至能夠反思自己的教學(xué)觀念；教育行動(dòng)研究鼓勵(lì)“教師成為研究者”，是研究型教師進(jìn)行研究的主要方式；學(xué)習(xí)教育研究方法，儲備必要的教育科學(xué)知識是小學(xué)語文教師進(jìn)行教學(xué)研究的先導(dǎo)條件；小學(xué)語文教師要注意培養(yǎng)終身學(xué)習(xí)的意識，在完成教學(xué)任務(wù)的同時(shí)，應(yīng)有意識地進(jìn)行學(xué)習(xí)，提升自身的專業(yè)技能，培養(yǎng)做研究的能力；學(xué)校要重視小學(xué)語文教師的交流與研討，創(chuàng)設(shè)寬松的教學(xué)環(huán)境，培養(yǎng)教師自主發(fā)展意識，充分激勵(lì)小學(xué)語文教師做研究，為教師進(jìn)行教學(xué)研究提供廣闊的空間；學(xué)校的教學(xué)實(shí)踐與高等學(xué)校專家的研究課題結(jié)成共同體，，在專家的指導(dǎo)下和互相交流的過程中，能夠有效地提升小學(xué)語文教師的研究能力，有力地帶動(dòng)小學(xué)語文教師的教學(xué)研究進(jìn)程。
[Abstract]:The new round of basic education reform in our country enters the deep water area. The traditional education concept, the teaching method and the students' learning style will all change fundamentally. As an important participant in the teaching activities of the school language education, the primary school language teachers should be the researchers of the education and teaching activities, and the research teachers can better cooperate with the new teachers. The curriculum reform makes the new curriculum better implemented in the field of primary language teaching, thus promoting the process of the new curriculum reform. The research teacher in primary language has a profound theoretical foundation of the Chinese subject and a strong ability to study the scientific research, forms a scientific Chinese teaching thought, makes a study system of primary Chinese subject, and optimizes the teaching of primary language. Teacher.
The author uses the case study method in the qualitative research method, using the interview method and the physical analysis method, in order to study the case of Li Huaiyuan, which is in line with the characteristics of the primary language research teacher. The factor of the research type teacher in primary school language, thus draws the inspiration of training the research type teachers in primary school language, and provides some feasible growth strategies for the ordinary primary school language teachers.
As a research teacher in primary language, the teaching thought and research process of the research object is the support of the research teacher in primary school language. It can reflect the process of becoming a research teacher. The development of the teaching thought of the research object is in the process of teaching practice and teaching reform, through the whole teaching of primary language unit in primary school. - unit whole curriculum - three stages of overall education.
Through the analysis of the data of the research oriented teacher's growth path, the author finds that the research object is the growth course of the research teacher in primary school language. It is divided into the following stages: the literary dream of the students' age - the teaching practice from the early stage of teaching - a new attempt in the teaching of the private schools - the accumulation and sublimation of the master of Education - the deepening of the teaching research.
Based on the analysis of the teaching thought, teaching research and the growth path of the research object, it is found that the research object from the ordinary primary school Chinese teachers is a research teacher who has made outstanding research results. It is derived from his clear professional development direction, good human ginden, strong reading interest, strong reflection consciousness, and good sense of reflection. Good teaching and research environment, rich academic activities.
According to the analysis of the growth path and factors of the primary language research teachers, the author mainly discusses the following points for the training of primary Chinese research teachers: the enthusiasm of the primary Chinese language education is the root cause of the study of primary school Chinese education, and the root of the primary school research type teachers; the primary language teachers are taught through reflective teaching. Learning can discover the advantages and disadvantages of the teaching activities, understand the learning situation of the students, and even reflect on their own teaching ideas. The action research of education encourages "teachers to become researchers", which is the main way for research teachers to study. The study methods of education and the necessary knowledge of educational science are the teachers of primary language teaching. Primary language teachers should pay attention to cultivating the consciousness of lifelong learning. While completing the teaching task, they should study consciously, improve their own professional skills and cultivate the ability to do research. The school should attach importance to the communication and discussion of the primary school language teachers, create a relaxed teaching environment and cultivate the teachers' self-development. Awareness, fully motivate the primary school language teachers to do research, provide a broad space for teachers to carry out teaching and research; the teaching practice of the school and the research subject of higher school experts form a community. In the course of the guidance and exchange of experts, it can effectively improve the research ability of the teachers of small Chinese, and make a powerful belt of primary school. The teaching and research process of Chinese teachers.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2

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