【摘要】：自1998年小學(xué)教育專業(yè)本科層次被納入到高等師范教育體系當(dāng)中,高等師范院校培養(yǎng)小學(xué)教育專業(yè)學(xué)生出現(xiàn)了只注重學(xué)科理論知識(shí)的學(xué)習(xí),忽視教育實(shí)踐能力訓(xùn)練的問(wèn)題,培養(yǎng)出來(lái)的小學(xué)教師在進(jìn)入工作崗位后,教學(xué)實(shí)踐水平不高,不能很快的適應(yīng)教育教學(xué)工作。教師教育實(shí)踐能力的質(zhì)量提高受到關(guān)注,對(duì)小學(xué)教育專業(yè)教育實(shí)踐課程的研究進(jìn)入人們的視野,如何提高小學(xué)教育專業(yè)學(xué)生的實(shí)踐水平和質(zhì)量就顯得十分迫切。戴明被稱為“質(zhì)量管理理論之父”,他的理論重在質(zhì)量的提高,他的質(zhì)量管理理論被廣泛的應(yīng)用到教育管理領(lǐng)域,對(duì)學(xué)校管理,學(xué)校教學(xué)質(zhì)量的提升有諸多借鑒意義,質(zhì)量管理并不是以質(zhì)量為內(nèi)容而進(jìn)行的管理,而是為了質(zhì)量的提高進(jìn)行的管理活動(dòng)。為了加強(qiáng)小學(xué)教育專業(yè)學(xué)生的教育實(shí)踐能力,提升辦學(xué)質(zhì)量,我們必須對(duì)小學(xué)教育專業(yè)教育實(shí)踐課程進(jìn)行有效管理。本文在分析內(nèi)蒙古師范大學(xué)基礎(chǔ)教育學(xué)院小學(xué)教育專業(yè)教育實(shí)踐課程管理現(xiàn)狀基礎(chǔ)上,找尋教育實(shí)踐課程管理存在的問(wèn)題,從戴明質(zhì)量管理理論的精髓之處,得到有助于解決問(wèn)題的啟示,明確教育實(shí)踐課程管理的實(shí)質(zhì)和目標(biāo),在各管理過(guò)程中實(shí)施有效的控制,保證在課程設(shè)置、課程實(shí)施、課程評(píng)價(jià)等方面的質(zhì)量,建立完善的管理機(jī)制,實(shí)現(xiàn)小學(xué)教育專業(yè)教育實(shí)踐課程的有效管理,使學(xué)生教育實(shí)踐能力水平和質(zhì)量得到提升。本文主要包括五個(gè)部分:引言部分主要闡述了本論文選題的意義,對(duì)小學(xué)教育專業(yè)、小學(xué)教育專業(yè)教育實(shí)踐課程、課程質(zhì)量管理進(jìn)行概念界定,對(duì)相關(guān)研究成果進(jìn)行了梳理,最后闡述了論文的研究思路和方法。第二部分介紹戴明的成長(zhǎng)經(jīng)歷,重點(diǎn)論述戴明的質(zhì)量管理思想理論:管理的十四要點(diǎn),戴明環(huán)(PDCA循環(huán)),管理過(guò)程中的五種致命問(wèn)題,總結(jié)戴明質(zhì)量管理思想的精髓。第三部分主要選取內(nèi)蒙古師范大學(xué)基礎(chǔ)教育學(xué)院小學(xué)教育專業(yè)為個(gè)案進(jìn)行研究,介紹了內(nèi)蒙古師范大學(xué)小學(xué)教育專業(yè)發(fā)展的情況,小學(xué)教育專業(yè)教育實(shí)踐課程管理的現(xiàn)狀,并找出小學(xué)教育專業(yè)教育實(shí)踐課程管理存在的問(wèn)題。第四部分在分析內(nèi)蒙古師范大學(xué)基礎(chǔ)教育學(xué)院小學(xué)教育專業(yè)教育實(shí)踐課程管理現(xiàn)狀和存在問(wèn)題的基礎(chǔ)上,結(jié)合小學(xué)教育專業(yè)教育實(shí)踐課程的實(shí)際,借鑒戴明質(zhì)量管理理論提出有助于提升小學(xué)教育專業(yè)教育實(shí)踐課程管理質(zhì)量的啟示。在結(jié)語(yǔ)部分對(duì)全文進(jìn)行回顧總結(jié),辯證的看待理論的借鑒意義和啟示,并闡明研究的局限。
[Abstract]:Since the undergraduate level of primary education was brought into the system of higher normal education in 1998, the problem of training students of primary education in normal colleges and universities has appeared that they only pay attention to the study of theoretical knowledge of the subject and neglect the training of educational practical ability. The trained primary school teachers can not adapt to the teaching work quickly because of their low level of teaching practice. The quality improvement of teachers' educational practice ability has been paid close attention to. The research on the educational practice curriculum of primary education major has entered people's vision. How to improve the practice level and quality of primary education major students is very urgent. Dai Ming is called "the father of quality management theory". His theory focuses on the improvement of quality. His theory of quality management is widely applied to the field of education management, which has a lot of reference significance for school management and the improvement of school teaching quality. Quality management is not quality-based management, but management activities for quality improvement. In order to strengthen the educational practice ability of primary school students and improve the quality of running a school, we must effectively manage the educational practice curriculum of primary education major. On the basis of analyzing the present situation of educational practice course management of primary education major in basic education college of Inner Mongolia normal University, this paper finds out the problems existing in the course management of educational practice, and from the quintessence of Dai Ming's quality management theory, It is helpful to solve the problems, to make clear the essence and goal of curriculum management of educational practice, to implement effective control in each management process, and to ensure the quality of curriculum design, curriculum implementation, curriculum evaluation and so on. To establish a perfect management mechanism to realize the effective management of educational practice courses for primary education majors, and to improve the level and quality of students' educational practice ability. This paper mainly includes five parts: the introduction part mainly expounds the significance of this thesis, defines the concept of primary education major, primary education specialty educational practice curriculum, curriculum quality management, and combs the related research results. Finally, the research ideas and methods of the thesis are expounded. The second part introduces Dai Ming's growing up experience, mainly discusses the theory of the quality management thought of Dai Ming: the fourteen key points of management, PDCA cycle, five kinds of fatal problems in the process of management, and sums up the quintessence of Dai Ming's thought of quality management. The third part mainly selects the primary education specialty of basic education college of Inner Mongolia normal University as a case study, introduces the situation of the development of primary education specialty in Inner Mongolia normal University, and the present situation of curriculum management of primary education practice. And find out the problems existing in the course management of educational practice in primary education specialty. In the fourth part, on the basis of analyzing the present situation and existing problems of the curriculum management of the primary education practice in the basic education college of Inner Mongolia normal University, the author combines the reality of the practice course of the primary education specialty. Drawing lessons from Dai Ming's quality management theory, this paper puts forward some enlightenment to improve the quality of educational practice curriculum management in primary education. In the conclusion part, the author reviews and summarizes the full text, dialectically views the significance and enlightenment of the theory, and clarifies the limitations of the research.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G62-4;G652

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本文編號(hào)：2360201