本文選題：高中生物教師　切入點(diǎn)：課堂教學(xué)決策　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：每一次的教育改革,無(wú)論如何改革,最后落實(shí)的情況和取得的效果都取決于教師。隨著教師教育改革的深化和教師專業(yè)發(fā)展的加深,一名專業(yè)的教師應(yīng)該成為新型的課堂教學(xué)決策者,而不是傳統(tǒng)的課堂教學(xué)執(zhí)行者。課堂教學(xué)的有效性、課程實(shí)施的效果和人才培養(yǎng)的質(zhì)量息息相關(guān),教師的教學(xué)行為直接影響課堂教學(xué)的有效性,教師的課堂教學(xué)決策又決定了教師的教學(xué)行為,因此對(duì)教師課堂教學(xué)決策進(jìn)行研究是很有必要和意義的。本文就是要了解教師在實(shí)際教學(xué)過(guò)程中對(duì)教學(xué)目標(biāo)理念落實(shí)、教學(xué)內(nèi)容取舍、教學(xué)方法選擇、學(xué)科思想方法理解和課堂教學(xué)過(guò)程所做的決策,并根據(jù)這些決策特點(diǎn)試圖了解高中生物教師課堂教學(xué)決策的特征,了解影響教師做出這樣的決策原因,最后得出的結(jié)論和一些啟示將會(huì)對(duì)教師專業(yè)素質(zhì)的發(fā)展、課堂教學(xué)決策水平提高和課堂教學(xué)有效性有重要意義。本文主要采用質(zhì)化的研究方法,通過(guò)訪談法、課堂觀察法和案例分析法等方法對(duì)資料進(jìn)行收集和分析。論文主要分成五個(gè)部分,第一部分和第二部分主要介紹研究的背景、已有的研究成果。第三部分主要介紹研究的方法及過(guò)程。第四部分主要是對(duì)借助專家咨詢法收集到的同課異構(gòu)課例的觀察結(jié)果,進(jìn)行對(duì)比分析四位高中生物教師對(duì)教學(xué)目標(biāo)理念落實(shí)、教學(xué)內(nèi)容取舍、教學(xué)方法選擇、學(xué)科思想方法理解和課堂教學(xué)過(guò)程所做的具體決策。第五部分主要是在此基礎(chǔ)上總結(jié)概括高中生物教師課堂教學(xué)決策的特征,為一般教師(相對(duì)于優(yōu)秀教師)和師范生的課堂教學(xué)決策提供一些啟示,以便喚醒教師的決策意識(shí),提高教師專業(yè)素質(zhì)的發(fā)展和課堂教學(xué)決策的水平。
[Abstract]:Every educational reform, no matter how it is reformed, the final implementation and the results achieved will depend on the teacher. With the deepening of the teacher education reform and the deepening of the teacher's professional development, A professional teacher should become a new type of classroom teaching decision maker, not a traditional classroom teaching executor. The effectiveness of classroom teaching and the effect of curriculum implementation are closely related to the quality of talent training. The teacher's teaching behavior directly affects the effectiveness of classroom teaching, and the teacher's classroom teaching decision determines the teacher's teaching behavior. Therefore, it is necessary and meaningful to study the teacher's classroom teaching decision. This paper is to understand that the teacher should carry out the teaching objective idea, choose and choose the teaching content, and choose the teaching method in the actual teaching process. This paper attempts to understand the characteristics of classroom teaching decisions of senior high school biology teachers, and to understand the reasons that affect teachers to make such decisions, according to the understanding of subject thinking and methods and the decisions made in classroom teaching. Finally, the conclusions and some revelations will be of great significance to the development of teachers' professional quality, the improvement of classroom teaching decision-making level and the effectiveness of classroom teaching. The paper is divided into five parts: the first part and the second part mainly introduce the background of the research. The third part mainly introduces the method and process of the research. Part 4th is mainly about the observation results of the isomerism lesson examples of the same class collected by the method of expert consultation. This paper makes a comparative analysis of the four senior high school biology teachers' choice of teaching methods, including the implementation of teaching objectives, the choice of teaching contents, and the selection of teaching methods. The 5th part summarizes the characteristics of the classroom teaching decisions of senior high school biology teachers based on the understanding of subject thought and methods and the specific decisions made in classroom teaching. Part 5th mainly summarizes the characteristics of classroom teaching decisions of senior high school biology teachers. It provides some enlightenment for the general teachers (relative to the excellent teachers) and the normal students in classroom teaching decision-making, in order to awaken the teachers' consciousness of decision-making, improve the development of teachers' professional quality and the level of classroom teaching decision-making.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91

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