本文選題：寶雞市　切入點(diǎn)：普通高中　出處：《延安大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：素質(zhì)教育、基礎(chǔ)教育新課改及新高考招生制度對(duì)傳統(tǒng)教學(xué)提出了新挑戰(zhàn),這種挑戰(zhàn)表現(xiàn)在諸多方面,僅教學(xué)組織形式來看,傳統(tǒng)班級(jí)授課制已難以適應(yīng)。于是,分層走班教學(xué)組織形式在我國(guó)各地普通高中開始嘗試。本文以新高考招生制度改革為研究背景,充分閱讀大量現(xiàn)有的分層走班教學(xué)研究文獻(xiàn),并結(jié)合實(shí)際,從師生對(duì)分層走班一般認(rèn)知、分層走班目標(biāo)確立、分層走班施教過程、分層走班評(píng)價(jià)、分層走班管理五個(gè)角度,以寶雞市城區(qū)和縣屬的四所高中為研究樣本,運(yùn)用問卷法和訪談法,對(duì)寶雞市普通高中分層走班教學(xué)的實(shí)施現(xiàn)狀做了較為全面的調(diào)研,發(fā)現(xiàn)了其中存在的問題及其成因,并在此基礎(chǔ)上提出了改進(jìn)對(duì)策。從師生對(duì)分層走班教學(xué)的一般認(rèn)識(shí)來看,存在師生對(duì)分層走班教學(xué)認(rèn)識(shí)有誤解、分層依據(jù)和標(biāo)準(zhǔn)單一、學(xué)生的自主選擇意識(shí)不強(qiáng)、分層走班科目和年級(jí)以試點(diǎn)為主、有限的分層走班動(dòng)態(tài)調(diào)整范圍影響學(xué)生積極性等問題。從分層走班教學(xué)目標(biāo)確立來看,存在分層教學(xué)目標(biāo)設(shè)計(jì)不合理、教師的教學(xué)經(jīng)驗(yàn)水平導(dǎo)致教學(xué)目標(biāo)執(zhí)行不一、教師教學(xué)目標(biāo)陳述不清影響學(xué)生對(duì)重點(diǎn)知識(shí)把握等問題。從分層走班施教過程來看,存在教學(xué)內(nèi)容層次界定不到位、教學(xué)方法不敢推陳出新、課堂效率存在分化現(xiàn)象、作業(yè)質(zhì)量提高的同時(shí)出現(xiàn)課后輔導(dǎo)困難等問題。從分層走班教學(xué)評(píng)價(jià)看,存在學(xué)生評(píng)價(jià)內(nèi)容不完整、教師評(píng)價(jià)方案不科學(xué)等問題。從分層走班管理來看,存在分層走班管理組織不健全、基礎(chǔ)層教學(xué)班課堂出勤率和紀(jì)律有待改善、學(xué)生學(xué)習(xí)自主性和心理問題需要調(diào)適、師資分配與層級(jí)分配不匹配、分層走班教學(xué)配套資源不完善等問題。對(duì)于上述問題,研究者在調(diào)研基礎(chǔ)上進(jìn)行了系統(tǒng)的問題歸因分析,發(fā)現(xiàn)寶雞市普通高中分層走班教學(xué)存在問題的主要原因表現(xiàn)在三大方面:一是學(xué)生自我認(rèn)知力和能動(dòng)性需要培養(yǎng);二是教師綜合素養(yǎng)與教學(xué)能力有待提升;三是學(xué)校管理及資源急需優(yōu)化。最后,基于問題及其成因,結(jié)合有關(guān)理論,本研究嘗試性地提出了改進(jìn)普通高中分層走班教學(xué)實(shí)施的策略建議:多管齊下,提高學(xué)生自我認(rèn)知力和學(xué)習(xí)能動(dòng)性;多措并舉,提升教師分層走班教學(xué)綜合素養(yǎng)與能力;多環(huán)共抓,優(yōu)化分層走班教學(xué)管理及資源。
[Abstract]:Quality-oriented education, the new curriculum reform of basic education and the new enrollment system of college entrance examination have put forward new challenges to traditional teaching. This challenge is manifested in many aspects, only in the form of teaching organization, the traditional class teaching system has been difficult to adapt. This paper takes the reform of the new college entrance examination enrollment system as the research background, and fully reads a large number of existing literature on the stratified walking class teaching and combining with the actual situation. From the five angles of teachers and students' general cognition of stratified walking class, the establishment of stratified walking class goal, the teaching process of stratified walking class, the evaluation of stratified walking class, and the management of stratified walking class, this paper takes four senior high schools in Baoji city and county as the research samples. By using questionnaire method and interview method, this paper makes a comprehensive investigation on the present situation of the implementation of stratified walking class teaching in ordinary senior high schools in Baoji City, and finds out the existing problems and their causes. On the basis of this, the author puts forward the improvement countermeasures. From the general cognition of the teachers and students, there is misunderstanding about the teaching of the stratified class, the basis and standard of the stratification are single, and the students' consciousness of independent choice is not strong. The subjects and grades of stratified walking classes are mainly pilot projects, and the limited dynamic adjustment range of stratified walking classes affects the enthusiasm of students, etc. From the view of the establishment of the teaching objectives of stratified walking classes, the design of stratified teaching objectives is unreasonable. The level of teachers' teaching experience leads to different implementation of teaching objectives, and the unclear statement of teachers' teaching objectives affects students' grasp of key knowledge. The teaching methods dare not be updated, the classroom efficiency is divided, the quality of homework is improved and the after-school guidance is difficult, etc. From the point of view of teaching evaluation, there is incomplete content of students' evaluation. From the point of view of stratified class management, there are some problems such as unsound management organization, class attendance and discipline to be improved, students' learning autonomy and psychological problems need to be adjusted. The allocation of teachers is not matched with the level of teaching, and the teaching resources are not perfect. On the basis of investigation, the researcher makes a systematic problem attribution analysis. It is found that the main reasons for the problems in the stratified walking class teaching in Baoji senior high school are as follows: first, the students' self-cognition and initiative need to be cultivated; second, the teachers' comprehensive accomplishment and teaching ability need to be improved. Finally, based on the problems and their causes, combined with the relevant theory, this study tries to put forward the strategies to improve the implementation of the general high school class teaching: multi-pronged approach, To improve students' self-cognition and learning initiative; to improve teachers' comprehensive literacy and ability of multi-level walking class teaching; to optimize the management and resources of multi-layer walking class teaching.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G632.4

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