本文選題：時(shí)間管理　切入點(diǎn)：教學(xué)時(shí)間　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：時(shí)間作為一種重要資源,在當(dāng)今信息化社會(huì)發(fā)揮著越來越重要的作用,課堂教學(xué)時(shí)間作為時(shí)間的一種特殊形態(tài),對(duì)高中師生的課堂教學(xué)(學(xué)習(xí))具有不言而喻的意義。鑒于此,本文對(duì)高中課堂教學(xué)時(shí)間管理進(jìn)行了個(gè)較系統(tǒng)的研究,主要從課堂時(shí)間管理的內(nèi)涵、特征、現(xiàn)狀、存在的問題及原因,并最后嘗試著提出一些解決的對(duì)策。以此來達(dá)到提高課堂時(shí)間管理的效率、緩解沉重課業(yè)負(fù)擔(dān)的目的。本文共分四部分來敘寫:文章第一部分主要是寫課堂教學(xué)時(shí)間管理的內(nèi)涵與特征。課堂教學(xué)時(shí)間管理具有“教師主導(dǎo)、學(xué)生主體”、“預(yù)立為先、靈活處理”和“規(guī)則為主、自覺為輔”的三點(diǎn)特征,且課堂教學(xué)時(shí)間管理包含著時(shí)間價(jià)值觀導(dǎo)向原則、目標(biāo)性原則、計(jì)劃性原則、優(yōu)先性原則和自我管理的五點(diǎn)原則,這五點(diǎn)原則相互聯(lián)合、互為貫通、融為一體的。剖析課堂教學(xué)時(shí)間管理的內(nèi)涵,除了所指的特征、原則外,文中還給出了影響課堂教學(xué)時(shí)間管理的四點(diǎn)因素,即時(shí)間教育、課堂主體、教學(xué)內(nèi)容、教學(xué)設(shè)計(jì)。文章第二部分是寫師生的課堂教學(xué)時(shí)間管理現(xiàn)狀。在對(duì)2所高中師生的問卷調(diào)查、課堂觀察及訪談資料的收集及整理后,本文以不同主體(即師生為不同主體)為基點(diǎn),然后分課型(講授課與復(fù)習(xí)課)、分環(huán)節(jié)(講授課與復(fù)習(xí)課中的不同課堂環(huán)節(jié))分別陳述了課堂教學(xué)時(shí)間管理的現(xiàn)狀,進(jìn)而指出了教師和學(xué)生在課堂教學(xué)時(shí)間管理中存在的問題。本文把講授課分為導(dǎo)課環(huán)節(jié)、講授新課環(huán)節(jié)、討論環(huán)節(jié)、練習(xí)環(huán)節(jié)、總結(jié)和布置作業(yè)等幾個(gè)主要環(huán)節(jié);把復(fù)習(xí)課分為出示復(fù)習(xí)目標(biāo)環(huán)節(jié)、回憶梳理知識(shí)邏輯環(huán)節(jié)、解析重難點(diǎn)環(huán)節(jié)和習(xí)題練習(xí)講解環(huán)節(jié)。在對(duì)師生課堂時(shí)間管理現(xiàn)狀的描述中,分別描述了他們?cè)诓煌n堂環(huán)節(jié)所花的時(shí)間及對(duì)應(yīng)的學(xué)生學(xué)習(xí)效率情況。文章第三部分主要寫課堂教學(xué)時(shí)間管理存在的問題及其歸因分析。概括來說,教師在課堂教學(xué)時(shí)間管理中所存在的問題有:課前,教師時(shí)間價(jià)值感與時(shí)間管理價(jià)值感失重,且備課內(nèi)容“失平”;課中,教學(xué)時(shí)間失衡;課后,教學(xué)時(shí)間管理失調(diào)。學(xué)生在課堂教學(xué)時(shí)間管理中所存在的問題有:第一,學(xué)生課堂時(shí)間管理傾向不明晰;第二,學(xué)生自我課堂時(shí)間管理的監(jiān)控能力不給力,即他們課堂時(shí)間管理中的設(shè)置目標(biāo)、計(jì)劃、優(yōu)先級(jí)、時(shí)間分配四個(gè)方面的能力不給力;第三,學(xué)生未重視自我課堂時(shí)間管理的反思能力。因“果”循“因”,文中細(xì)致的對(duì)引起師生這些問題的原因并做出了細(xì)致的探析。發(fā)現(xiàn)問題是為了更好的解決問題,針對(duì)所指出的問題,文章第四部分提出了有效教學(xué)時(shí)間管理的對(duì)策。作為高中教師而言,他們要成為有效課堂教學(xué)行為的組織者,需要從以下三個(gè)方面著手:第一,借助于好時(shí)間管理工具;第二,掌握相應(yīng)的課堂時(shí)間管理方法;第三,在課堂時(shí)間管理的實(shí)踐中把握好三環(huán)節(jié)——即備課環(huán)節(jié)、上課環(huán)節(jié)和課后環(huán)節(jié)。在備課環(huán)節(jié)中,要以最好的課堂準(zhǔn)備預(yù)設(shè)課堂時(shí)間節(jié)奏;在上課環(huán)節(jié)中,優(yōu)化課堂教育時(shí)序、捕捉與創(chuàng)設(shè)課堂教育時(shí)機(jī),以最佳的水準(zhǔn)創(chuàng)生課堂時(shí)間效益;在課后環(huán)節(jié),不忘提升自己的課堂時(shí)間管理歸納反思能力及課堂時(shí)間管理的調(diào)整應(yīng)用能力,以最快的進(jìn)步提升自我的課堂時(shí)間管理水平。對(duì)于高中生來說,他們要成為有效學(xué)習(xí)行為的主體,需要做好以下四點(diǎn):首先,提高學(xué)生的課堂時(shí)間管理傾向能力;其次,加強(qiáng)學(xué)生時(shí)間管理的監(jiān)控能力;再次,激發(fā)學(xué)生的課堂學(xué)習(xí)動(dòng)機(jī);最后,通過與自我對(duì)話,做時(shí)間管理的反思者,與他人交流,做時(shí)間管理的學(xué)習(xí)者來養(yǎng)成課堂時(shí)間管理反饋的行為習(xí)慣。
[Abstract]:As a kind of important resources, play an increasingly important role in today's information society, the time of classroom teaching as a special form of time, classroom teaching of senior middle school students (Study) has self-evident significance. In view of this, this paper makes a systematic study on the high school classroom teaching time management, mainly from the connotation of classroom time management features, status quo, problems and causes, and finally try to put forward some countermeasures. So as to improve the efficiency of classroom time management, alleviate the heavy burden. The purpose of this paper is divided into four parts to describe: the first part is mainly the characteristics and connotation of writing classroom teaching time management time management. Classroom teaching with "teacher led, student body", "pre established first, flexible processing" and "rules, features three conscious auxiliary", and the classroom The teaching time management includes time value oriented principle, objective principle, planning principles, five principles and the principle of the priority of self management, the five principles of mutual combination, mutual penetration, integration. Analysing the connotation of classroom time management, in addition to features, referring to the principle, given in this paper the influence of four factors of classroom teaching time management, namely time education, classroom teaching content, teaching subject, design. The second part is the current situation of teaching management of teachers and students. At the time to write a questionnaire survey of 2 high school students, collecting and sorting out the classroom observation and interview data, based on different subjects (the teachers and students of different subjects) as the starting point, and then sub class (Lecture and recitation), links (speaking and refresher courses in classroom teaching are different) the present situation of classroom time management, and points out the There are teachers and students in classroom teaching time management problems. The teaching course is divided into course link, teaching the new curriculum links, discussion, practice, summary and homework etc. several main links; the review class is divided into target review show links, memories sort of knowledge logic links, links and analysis of difficulties exercise explain the link. In the classroom time management present situation description, described their spending in different time and the corresponding classroom learning efficiency. The analysis in the third part of the article writing classroom time management problems and causes. In general, the teacher in the classroom teaching exists in time management the problems are: before class, teachers' sense of time value and time value of management sense of weightlessness, and the lesson content "loss"; in the course of time, teaching class, teaching management imbalance; time lost . students exist in the classroom time management problems are: first, classroom time management tendency of students is not clear; second, students' self monitoring ability of classroom time management of suck, namely the target, set their classroom time management plan, priority, suck ability four aspects of the distribution time third, students do not pay attention to self; classroom time management ability of reflection. Because of the "fruit" on "for", and made a detailed analysis on the causes and the reasons for these problems in detail in this paper. The problem is that in order to better solve the problem, pointed out the problems, the fourth part puts forward the effective countermeasures of teaching time management. As a high school teacher, they will become the effective classroom teaching behavior of the organizers, the need to proceed from the following three aspects: first, with the help of good time management tools; second, master classroom Time management method; third, grasp the three links -- lessons in practice of classroom time management, class link and the link after class. In the preparation process, to the best class for preset class time rhythm; in class session, the optimization of classroom education timing, capture and creation of classroom education opportunity, the level of creation the best in class time; after class, do not forget to enhance classroom time management of their inductive ability of reflection and adjustment of classroom time management skills, improve classroom time management level of self to the fastest progress. For high school students, they should be subject effective learning behavior, need to do the following four points: first and improve students' time management disposition ability; secondly, strengthen the monitoring ability of students' time management; thirdly, to stimulate students' learning motivation; finally, through self and to In terms of time management reagents, communication with others, and time management learners to form the behavior habits of classroom time management feedback.

【學(xué)位授予單位】：西南大學(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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