【摘要】：教師教學(xué)風(fēng)格是教師思想的體現(xiàn),是教師專(zhuān)業(yè)發(fā)展成熟的標(biāo)志。一位優(yōu)秀教師現(xiàn)在呈現(xiàn)的教學(xué)風(fēng)格必然有其背后的教學(xué)思想做支撐,其形成歷程必然有一些關(guān)鍵的因素起作用。用生活史研究方法研究教師教學(xué)風(fēng)格,對(duì)一位優(yōu)秀小學(xué)語(yǔ)文教師的課堂進(jìn)行非參與式觀察,用文字形式再現(xiàn)教師的教學(xué)風(fēng)格,用開(kāi)放式訪談法探尋教師生活史,挖掘教學(xué)實(shí)踐中影響其教學(xué)風(fēng)格走向的關(guān)鍵人物和事件。課堂觀察發(fā)現(xiàn)文老師教學(xué)風(fēng)格立體多維,與已有研究的教學(xué)風(fēng)格分類(lèi)比較,發(fā)現(xiàn)均無(wú)法完全表現(xiàn)文老師的教學(xué)風(fēng)格,故借用文老師自己的話將其教學(xué)風(fēng)格概括為:情感真摯、娓娓道來(lái)、自然質(zhì)樸。挖掘文老師教學(xué)風(fēng)格背后的故事,發(fā)現(xiàn)影響其教學(xué)風(fēng)格的因素主要有個(gè)性中心特質(zhì)、個(gè)人早期經(jīng)驗(yàn)、工作體驗(yàn)、個(gè)人反思和學(xué)校管理等。文老師的“愛(ài)”包含各種不同深意,是文老師個(gè)性中心特質(zhì)之一。童年希望當(dāng)一名好老師是其教學(xué)風(fēng)格形成的最重要的關(guān)鍵事件和個(gè)人早期經(jīng)驗(yàn)。重要他人為文老師的專(zhuān)業(yè)發(fā)展起到推進(jìn)作用,文老師入職時(shí)的老校長(zhǎng)就是一個(gè)重要他人。上級(jí)領(lǐng)導(dǎo)的支持,使文老師有了更多走出去和全國(guó)名師交流的機(jī)會(huì),眾多因素促成其現(xiàn)在的教學(xué)風(fēng)格。教師熱愛(ài)學(xué)生給教師提供不竭的前進(jìn)動(dòng)力,是促進(jìn)其教學(xué)風(fēng)格發(fā)展的主要?jiǎng)右?教師個(gè)性中心特質(zhì)和個(gè)人反思是其發(fā)展個(gè)人教學(xué)風(fēng)格的導(dǎo)向因素。個(gè)人反思不斷修正教學(xué)風(fēng)格發(fā)展方向,讓其教學(xué)風(fēng)格向著自己喜好的方向前進(jìn)。教師教學(xué)風(fēng)格是伴隨教師專(zhuān)業(yè)發(fā)展共同成長(zhǎng)的,教師教學(xué)水平越高,越有能力讓教學(xué)呈現(xiàn)出自己心中理想的狀態(tài)。教學(xué)風(fēng)格的多樣性和多側(cè)面性有利于教師教學(xué)風(fēng)格和學(xué)生學(xué)習(xí)風(fēng)格的互動(dòng)和共振,立體多維的教學(xué)風(fēng)格更受學(xué)生歡迎。教師教學(xué)風(fēng)格的綜合多樣對(duì)學(xué)生的學(xué)習(xí)非常有利,能夠有效激發(fā)更多的學(xué)生投入到課堂的學(xué)習(xí)當(dāng)中,提高學(xué)生的學(xué)習(xí)熱情。
[Abstract]:Teacher teaching style is the embodiment of teacher's thought and the mark of teacher's professional development. The teaching style presented by an excellent teacher is bound to be supported by his teaching ideas, and there must be some key factors in the process of its formation. This paper studies the teaching style of a teacher with the method of life history research, makes a non-participatory observation on the classroom of an excellent Chinese teacher in primary school, reproduces the teaching style of a teacher in the form of words, and explores the life history of a teacher with an open interview method. Excavate the key figures and events that affect the trend of teaching style in teaching practice. Classroom observation found that the teaching style of Wen teacher was three-dimensional and multidimensional, and compared with the classification of teaching style that had been studied, it was found that all of them could not fully express the teaching style of teacher Wen. Therefore, the teaching style of Wen teacher was summed up as "sincere emotion" by borrowing his own words. It is natural and simple. It is found that the main factors influencing the teaching style of Wen teacher are personality center, early personal experience, work experience, personal reflection and school management. Teacher Wen's "love" contains various meanings and is one of the characteristics of teacher Wen's personality. Childhood hopes to be a good teacher is the most important key event and personal early experience in the formation of their teaching style. Important others play an important role in promoting teacher Wen's professional development. With the support of superior leaders, teacher Wen has more opportunities to go out and communicate with famous teachers all over the country. Many factors contribute to his current teaching style. Teachers love students to provide teachers with an inexhaustible driving force to advance, is the main motivation to promote the development of their teaching style, the teacher's personality and personal reflection are the guiding factors for the development of individual teaching style. Personal reflection constantly corrects the developing direction of teaching style and makes its teaching style move forward to its own liking. Teachers' teaching style grows together with teachers' professional development. The higher teachers' teaching level is, the more capable they are to make teaching show their ideal state of mind. The diversity and multi-facets of teaching styles are conducive to the interaction and resonance between teachers' teaching styles and students' learning styles, and the three-dimensional and multidimensional teaching styles are more popular with students. The comprehensive diversity of teachers' teaching styles is very beneficial to students' learning, which can effectively stimulate more students to participate in classroom learning and improve students' enthusiasm for learning.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.2

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