本文選題：課堂生態(tài) + 課堂環(huán)境�。� 參考：《哈爾濱師范大學(xué)》2016年博士論文

【摘要】：提高課堂教學(xué)質(zhì)量是高等教育改革與發(fā)展永恒不變的主題,建構(gòu)科學(xué)合理的課堂生態(tài)及其對課堂生態(tài)環(huán)境的優(yōu)化,又是教學(xué)理論深化和積極推進(jìn)高校課堂教學(xué)改革不可回避的重要問題。本文共有四部分內(nèi)容:第一部分包括第一章。第一章緒論主要對研究的背景、研究的目的和意義、目前國內(nèi)外學(xué)者對該領(lǐng)域研究所取得的成果和進(jìn)展情況進(jìn)行了綜合闡述,并詳細(xì)介紹了本研究所涉及的相關(guān)概念、研究方法和思路,為后續(xù)研究指明了方向和邏輯結(jié)構(gòu)。第二部分包括第二章和第三章。第二章以課堂生態(tài)范式的轉(zhuǎn)變?yōu)榍腥朦c(diǎn),認(rèn)為目前我國高校課堂生態(tài)范式正在發(fā)生顯著的變化,由傳統(tǒng)的講授式課堂生態(tài)向建構(gòu)式課堂生態(tài)過渡,其未來發(fā)展趨勢必將升華為理想的共建式課堂生態(tài),即強(qiáng)調(diào)了從“客觀”到“建構(gòu)”,必將走向“共建”的發(fā)展趨勢,并從教師角色、學(xué)生角色、教學(xué)方法和課程資源等不同維度,說明其不同的發(fā)展特征,特別強(qiáng)調(diào)了生態(tài)學(xué)的基本原理和學(xué)習(xí)共同體理論是高校共建式課堂生態(tài)的理論基礎(chǔ)。第三章從共時性角度出發(fā),對我國高校課堂生態(tài)環(huán)境的現(xiàn)狀進(jìn)行了具體分析。本章從縱橫兩個維度分別探討了能夠影響高校課堂教學(xué)質(zhì)量的生態(tài)環(huán)境的實(shí)然狀態(tài)。橫向上從影響高校課堂生態(tài)的內(nèi)外部兩個視角進(jìn)行了生態(tài)審視,內(nèi)部因素主要強(qiáng)調(diào)了課堂的物質(zhì)環(huán)境因素、心理環(huán)境因素和文化環(huán)境因素的影響,外部因素主要強(qiáng)調(diào)了家庭環(huán)境因素和社區(qū)環(huán)境因素的影響�？v向上從中等教育課堂環(huán)境與高等教育課堂環(huán)境有效銜接的角度進(jìn)行了生態(tài)審視,主要對教學(xué)環(huán)境、人際關(guān)系、學(xué)習(xí)目標(biāo)、課程內(nèi)容、教學(xué)方法等方面的生態(tài)銜接情況進(jìn)行了具體分析。通過對縱橫兩個維度的系統(tǒng)研究,以應(yīng)然狀態(tài)的思維方式歸納出影響高校課堂生態(tài)的主要環(huán)境因素,為其后續(xù)加強(qiáng)共建式高校課堂生態(tài)環(huán)境建設(shè)提供現(xiàn)實(shí)依據(jù)。第三部分包括第四、第五、第六章。這部分內(nèi)容主要對影響和制約共建式高校課堂生態(tài)建設(shè)的環(huán)境因素進(jìn)行分析,選取了對課堂生態(tài)影響較大的課堂物質(zhì)環(huán)境、課堂心理環(huán)境和課堂制度環(huán)境三個維度進(jìn)行理論建構(gòu)。第四章強(qiáng)調(diào)共建式高校課堂物質(zhì)環(huán)境的建設(shè),主張要重視課堂自然物理環(huán)境、課堂教學(xué)時空環(huán)境和課堂設(shè)施設(shè)備的建設(shè)。第五章強(qiáng)調(diào)共建式高校課堂心理環(huán)境的建設(shè),主張要處理好師生間控制與自主心理環(huán)境的建設(shè)、學(xué)生間競爭與合作心理環(huán)境的建設(shè)。第六章強(qiáng)調(diào)共建式高校課堂制度環(huán)境的建設(shè),主張要加強(qiáng)學(xué)生與班級管理制度的建設(shè)、教師與師德規(guī)范制度的建設(shè)。通過對這三個維度內(nèi)容的詳細(xì)論述,期冀從理論上對共建式高校課堂生態(tài)環(huán)境的建設(shè)提供一個較為完整的研究思路和結(jié)構(gòu)框架,為高校課堂教學(xué)改革與發(fā)展提供堅(jiān)實(shí)的理論支撐。第四部分包括第七章。本章主要在實(shí)踐層面提出共建式高校課堂生態(tài)環(huán)境建設(shè)的有效路徑。首先,確立了共建式高校課堂生態(tài)的價值目標(biāo);其次,提出共建式高校課堂生態(tài)環(huán)境建設(shè)應(yīng)遵循的基本原則,主要有整體性與協(xié)同性統(tǒng)一的原則、交互性與共生性統(tǒng)一的原則、依存性與自組織性統(tǒng)一的原則、開放性與可持續(xù)性統(tǒng)一的原則以及和諧性與動態(tài)生成性統(tǒng)一的原則;最后,從教育理念、物質(zhì)環(huán)境、人際關(guān)系、文化品性、課程設(shè)置、學(xué)術(shù)追求、課堂評價和網(wǎng)絡(luò)平臺建設(shè)等多個視角明確了共建式高校課堂生態(tài)環(huán)境建設(shè)的長效機(jī)制,為課堂學(xué)習(xí)共同體構(gòu)建一個充滿生命活力的生態(tài)環(huán)境,提高課堂生活品質(zhì)和生命質(zhì)量提供了行之有效的實(shí)踐依據(jù)。
[Abstract]:Improving the quality of classroom teaching is the eternal theme of the reform and development of higher education. The construction of a scientific and rational classroom ecology and the optimization of the classroom ecological environment is an important issue which can not be avoided in the deepening of teaching theory and actively promoting the reform of classroom teaching in colleges. This paper has four parts: the first part includes the first chapter. The introduction is mainly about the background of the research, the purpose and significance of the research. At present, the scholars at home and abroad have made a comprehensive exposition of the achievements and progress of the research in this field, and the related concepts, methods and ideas of this study are introduced in detail, and the directions and logical structures are pointed out for the follow-up research. The second part includes second Chapter and the third chapter. The second chapter, taking the transformation of the classroom ecological paradigm as the breakthrough point, holds that the ecological paradigm of the classroom in our universities is undergoing significant changes. The future development trend of the classroom ecological transition from the traditional teaching class to the Constructivist Classroom will be sublimated to an ideal construction class ecology, that is, from "objective" to "" "Construction" is bound to move towards the development trend of "co construction", and from the different dimensions of teachers' roles, students' roles, teaching methods and curriculum resources, and explains their different development characteristics. The basic principle of ecology and the theory of learning community are the theoretical basis of the ecological construction of the co construction class hall in Colleges and universities. The third chapter is from the angle of synchronic. This chapter analyzes the present situation of the classroom ecological environment in China's colleges and universities. From the two dimensions, this chapter discusses the actual condition of the ecological environment that can affect the quality of classroom teaching in Colleges and universities. The ecological examination is carried out from the two perspectives that affect the classroom ecology of colleges and universities, and the internal factors mainly emphasize the objects of the classroom. The influence of qualitative and environmental factors, psychological environment factors and cultural environment factors, the external factors mainly emphasize the influence of the family environment factors and the community environmental factors. The ecological examination is carried out from the angle of the effective connection between the secondary education classroom environment and the higher education classroom environment, mainly on the teaching environment, interpersonal relationship, learning goal, and class. Through the systematic study of two dimensions, the main environmental factors that affect the classroom ecology in Colleges and universities are summed up through the systematic study of the two dimensions, and the practical basis is provided for the further strengthening of the construction of the classroom ecological environment in the construction of colleges and universities. The third part includes the first part. Four, fifth, sixth chapters. This part mainly analyzes the environmental factors that affect and restricts the construction of the classroom ecological construction of the co built colleges and universities, selects the classroom material environment which has great influence on the classroom ecology, the psychological environment of the classroom and the classroom system environment in three dimensions. The fourth chapter emphasizes the material environment of the construction of the college class. In the fifth chapter, the fifth chapter emphasizes the construction of the classroom psychological environment of the co construction universities, advocates the construction of the control and independent psychological environment between teachers and students, and the construction of the psychological environment of the students' competition and cooperation among students. The sixth chapter emphasizes the construction of the co construction. The construction of the college classroom system environment advocates the construction of students and class management system, the construction of teachers' and teacher ethics standard system. Through the detailed exposition of these three dimensions, we hope to provide a complete research idea and structure framework for the construction of the classroom ecological environment of the co construction colleges and Universities. The fourth part includes seventh chapters. This chapter mainly puts forward the effective path of the construction of the ecological environment in the construction of colleges and universities in the practical level. First, it establishes the value target of the classroom ecology of the co construction colleges and universities; secondly, it puts forward the basic principles that should be followed in the construction of the classroom ecological environment of the co construction colleges and universities. Principles include the principle of unity and unity, the principle of interactivity and symbiosis, the principle of unity of dependence and self-organization, the principle of unity of openness and sustainability, and the principle of unity of harmony and dynamic generation; finally, from the concept of education, material environment, interpersonal relations, cultural character, curriculum setting, and academic research The long effect mechanism of the construction of the classroom ecological environment of the co construction colleges and universities is clarified by many perspectives, such as the pursuit, the classroom evaluation and the construction of the network platform. It provides an effective practical basis for building a life dynamic environment and improving the quality of life and the quality of life in the classroom learning community.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G642.4
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本文編號：2042086