【摘要】：本研究采用教育敘事探究的方式，經(jīng)調(diào)查、篩選，綜合考慮現(xiàn)實(shí)狀況，確定研究對象為桐桐；隨后經(jīng)訪談、觀察、錄音等方式搜集資料后，歸納整理出教師在面對這樣的學(xué)生時由最細(xì)微處用心領(lǐng)悟的教育理念。 在對桐桐教育矯正實(shí)踐的一學(xué)期時間中，桐桐在學(xué)習(xí)上由“墊底”到平均分水平，行為表現(xiàn)上由原先的“惹不得”變成大家公認(rèn)的優(yōu)秀伙食管理員，桐桐發(fā)生了巨大的轉(zhuǎn)變。本文旨在通過探討教師在這一歷程中所經(jīng)歷的三個階段，歸納出本文倡導(dǎo)的教育理念：教師要真正教好學(xué)生，除了運(yùn)用嫻熟的教育技能，還要擁有一顆無條件包容的大愛之心！ 在第一階段里，由于桐桐對于課堂規(guī)則毫無概念，致使教師產(chǎn)生了放棄的念頭。在訪談中，本研究發(fā)現(xiàn)，讓教師由放棄到堅(jiān)持，直至理解孩子的內(nèi)心世界，是出于教師的質(zhì)樸之心。教師放下成績、名次、榮譽(yù)等念頭，清醒地意識到自己作為教師的任務(wù)是教育學(xué)生、幫助學(xué)生成長，從而使教師走出無助的放棄心理，真正運(yùn)用自己的教學(xué)素養(yǎng)和教學(xué)策略幫助桐桐逐漸走出他的無序世界。 在第二階段里，針對桐桐的教育矯治實(shí)踐工作小有成效。桐桐的課堂表現(xiàn)和作業(yè)情況有所改觀，特別通過觀察桐桐在音樂課上的勇敢發(fā)言以及“考場事件”，發(fā)現(xiàn)教師對于學(xué)生解決問題能力的信任與等待也是一種教師亟需的專業(yè)素養(yǎng)。善良、責(zé)任心、修養(yǎng)和勤奮更是一名教師在其專業(yè)發(fā)展道路上不可或缺的重要品質(zhì)。具備了這些素養(yǎng)，教師就能在教育事業(yè)中不斷累積教育實(shí)踐的智慧，，培育出真正優(yōu)秀的“人”！ 在第三階段里，桐桐的班主任教師運(yùn)用心中的大愛，細(xì)心挖掘、放大桐桐整理同學(xué)飯盒仔細(xì)認(rèn)真的這一細(xì)微優(yōu)點(diǎn)，讓他成為伙食管理員，以培養(yǎng)他的責(zé)任感和自信心，桐桐又在心理教師的幫助下逐步建立起秩序感，這使得桐桐在期末結(jié)束時已經(jīng)成為大家信任的伙食管理員，學(xué)習(xí)成績也直線上升。通過觀察與訪談，本研究發(fā)現(xiàn)像班主任教師這樣細(xì)心發(fā)現(xiàn)學(xué)生閃光點(diǎn)的教師其實(shí)比比皆是，他們內(nèi)心自有一股大愛，只是平時繁重的教學(xué)任務(wù)與競爭壓力暫時遮蔽了它而已。 貫穿整個教育矯治實(shí)踐的三階段，本研究發(fā)現(xiàn)桐桐之所以有進(jìn)步，離不開教師的無條件包容接納，正是教師對“刺兒頭”學(xué)生投入真心，暗暗地用放大鏡捕捉他蛛絲馬跡的優(yōu)點(diǎn)，才給予了孩子發(fā)展自我的空間和機(jī)會。
[Abstract]:This study adopts the way of educational narrative inquiry, through investigation, screening, comprehensive consideration of the actual situation, determine the research object is Tong; Then through interviews, observation, recording and other ways to collect information, summed up the teacher in the face of such students by the most subtle understanding of the educational philosophy. In the period of one semester's practice of education and correction of Tong, the study of Tong has changed from "bottom" to average level, and its behavior has changed from "not being able to get into trouble" to being recognized as an excellent food manager, and Tung Tong has undergone a great change. The purpose of this paper is to explore the three stages experienced by teachers in this process, and to sum up the educational concept advocated in this paper: teachers want to really teach students, in addition to the use of skilled educational skills, but also have an unconditional heart of great love! In the first stage, the teacher gave up the idea of giving up because Tong had no idea of classroom rules. In the interview, it is found that teachers' heart is from giving up to persisting to understanding children's inner world. Teachers put down the idea of achievement, rank, honor and so on, and realized clearly that their task as a teacher is to educate students and help students grow up, so that teachers can get out of the helplessness of giving up. Using his teaching literacy and teaching strategies to help Tong gradually out of his disordered world. In the second stage, the practice of education and correction of Paulownia was effective. The classroom performance and homework of Tong have improved, especially by observing Tong's brave speech in music class and the "examination room event". It is found that teachers' trust and waiting for students' problem-solving ability is also a much-needed professional accomplishment. Kindness, sense of responsibility, self-cultivation and diligence is an indispensable quality of a teacher's professional development. With these qualities, teachers will be able to accumulate the wisdom of educational practice in the cause of education, and cultivate a truly excellent "person"! In the third stage, the teacher in charge of Tong's class, using his great love in his heart, carefully excavated and magnified the subtle advantage of Tong in sorting out his classmates' lunch boxes carefully and conscientiously, so that he could become a food manager so as to cultivate his sense of responsibility and self-confidence. With the help of psychological teachers, Tong has gradually established a sense of order, which has made Tong become a trusted food manager at the end of the final period, and his academic achievements have also risen sharply. Through observation and interview, this study finds that teachers who carefully find students' bright spots like the teachers in charge of the class are everywhere. They have a great love in their hearts, but the heavy teaching tasks and competition pressure at ordinary times have temporarily overshadowed it. Through the three stages of the whole educational correction practice, this study found that the reason for the progress of Tong is the unconditional acceptance of teachers, which is precisely the teachers' devotion to the "prickly head" students. Secretly using a magnifying glass to capture his clues gives the child the space and opportunity to develop himself.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G610

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