本文選題：教研活動(dòng) + 現(xiàn)狀��； 參考：《山西師范大學(xué)》2016年碩士論文

【摘要】：新一輪基礎(chǔ)教育課程改革呼喚教師轉(zhuǎn)換角色,努力由“實(shí)踐型”、“經(jīng)驗(yàn)型”逐步向“科研型”、“專(zhuān)家型”發(fā)展,不斷提升專(zhuān)業(yè)素質(zhì),成為教育教學(xué)改革和實(shí)踐的行家里手。作為教師專(zhuān)業(yè)發(fā)展的重要載體,教研活動(dòng)的優(yōu)質(zhì)高效無(wú)疑是有關(guān)各方的關(guān)注重點(diǎn)。為了了解教研活動(dòng)現(xiàn)狀,本研究進(jìn)行了前期文獻(xiàn)查閱和后期實(shí)地調(diào)研。在查閱有關(guān)教研活動(dòng)文獻(xiàn)的基礎(chǔ)上,發(fā)現(xiàn)現(xiàn)有文獻(xiàn)對(duì)教研活動(dòng)現(xiàn)狀的普遍描述是:教研活動(dòng),尤其是初中教研活動(dòng)流于形式、行政化傾向嚴(yán)重、效果欠佳。為了檢驗(yàn)結(jié)論是否真實(shí)并獲取更多信息,研究選取Y初中作為樣本,進(jìn)行詳細(xì)的實(shí)地調(diào)研。實(shí)地調(diào)研綜合運(yùn)用訪談法、實(shí)地觀摩等方法,對(duì)“教研活動(dòng)主題、形式、氛圍、效果、評(píng)價(jià)”等幾個(gè)方面進(jìn)行了觀察和訪談。研究發(fā)現(xiàn):(1)目前Y初中教研活動(dòng)的現(xiàn)狀:教研活動(dòng)主要有常規(guī)教研、隨時(shí)教研、撰寫(xiě)教學(xué)隨筆、送教下鄉(xiāng)四種形式,主要圍繞“解決周內(nèi)教學(xué)困惑”和“商定下周的課程安排”兩大主題開(kāi)展教研活動(dòng),常規(guī)教研和隨時(shí)教研對(duì)教師的幫助比較大,活動(dòng)評(píng)價(jià)方面主要關(guān)注常規(guī)教研,且通過(guò)教研活動(dòng)記錄和教師參與次數(shù)評(píng)價(jià),評(píng)價(jià)對(duì)象是教師和教研組長(zhǎng)個(gè)人。(2)Y初中教研活動(dòng)中存在的問(wèn)題:“集體備課、聽(tīng)課議課評(píng)課”仍是Y初中教研活動(dòng)的主流,形式傳統(tǒng)單調(diào);教研活動(dòng)主題重課、重教材,輕教師、輕學(xué)生,針對(duì)性、連貫性不強(qiáng);“自上而下”的行政化合作氛圍充斥著Y初中教研活動(dòng),教師對(duì)活動(dòng)的參與度不高,合作共享氛圍很難形成;活動(dòng)成果的傳承意識(shí)淡薄,活動(dòng)效果不能為全體教師共同享有;教研活動(dòng)評(píng)價(jià)體系不科學(xué),重量不重質(zhì),缺少對(duì)活動(dòng)過(guò)程的發(fā)展性評(píng)價(jià),評(píng)價(jià)主體單一,忽視對(duì)教研組團(tuán)隊(duì)的整體評(píng)價(jià)。Y初中教研活動(dòng)中存在問(wèn)題的成因分析:(A)教研活動(dòng)組織過(guò)程的行政化傾向嚴(yán)重。這種自上而下的行政化合作方式加深了教研組成員間的等級(jí)化思想,使得教研組成員看起來(lái)都很努力,但終因朝著不同的方向而形成不了活動(dòng)合力,出現(xiàn)“1+12”的奇怪現(xiàn)象;(B)教研活動(dòng)目的不清;(C)主管教研領(lǐng)導(dǎo)、教研組長(zhǎng)、教研組成員對(duì)教研活動(dòng)功能認(rèn)識(shí)模糊,視教研活動(dòng)為例行公事,可有可無(wú)。(3)改進(jìn)Y初中教研活動(dòng)的建議:(A)牢固樹(shù)立教研“興教、興�！毙滤枷�;(B)改善常規(guī)教研活動(dòng);(C)創(chuàng)設(shè)環(huán)境激發(fā)隨時(shí)教研需求;(D)各參與主體要主動(dòng)轉(zhuǎn)換角色。(4)Y初中教研活動(dòng)現(xiàn)狀調(diào)研的啟示:(A)研究還可以花更長(zhǎng)時(shí)間做參與式研究,以獲取更多真實(shí)信息;(B)其他學(xué)�？梢詫⒔萄谢顒�(dòng)作為專(zhuān)業(yè)性活動(dòng)進(jìn)行,從而提升各參與主體對(duì)教研活動(dòng)的認(rèn)識(shí);(C)從教研活動(dòng)本身來(lái)講,要想提升活動(dòng)效果,需要將其作為一項(xiàng)專(zhuān)業(yè)活動(dòng)開(kāi)展。
[Abstract]:The new round of basic education curriculum reform calls for teachers to change their roles and make great efforts to gradually develop from "practice type", "experience type" to "scientific research type" and "expert type", improve their professional quality constantly, and become experts in education and teaching reform and practice. As an important carrier of teachers' professional development, the quality and efficiency of teaching and research activities are undoubtedly the focus of attention. In order to understand the current situation of teaching and research activities, this study carried out a preliminary literature review and later field research. On the basis of consulting the literature about teaching and research activities, it is found that the present literature generally describes the present situation of teaching and research activities as follows: teaching and research activities, especially junior high school teaching and research activities are mere formality, with serious administrative tendency and poor effect. In order to verify whether the conclusion is true and obtain more information, the study selects Y junior high school as the sample, carries on the detailed field investigation. This paper makes comprehensive use of interview method and field observation method to observe and interview the theme, form, atmosphere, effect and evaluation of teaching and research activities. The study found that the current situation of Y junior high school teaching and research activities: the main activities of teaching and research are routine teaching and research, teaching and research at any time, writing teaching essays, sending teaching to the countryside, Mainly focusing on the two major themes of "solving the confusion of teaching in the week" and "agreeing on the course arrangement for next week", we should carry out teaching and research activities. Regular teaching and research and research at any time are of great help to teachers, and the evaluation of activities mainly focuses on regular teaching and research. And through the record of teaching and research activities and the evaluation of teachers' participation times, the object of evaluation is the problems existing in the teaching and research activities of teachers and research group leaders: "preparing lessons collectively and evaluating lessons by listening to lectures" is still the mainstream of teaching and research activities in Y junior high schools. The formal tradition is monotonous; the theme of teaching and research activities is heavy, the teaching materials are more important than teachers, students, pertinence, coherence is not strong; "top-down" administrative cooperation atmosphere is full of Y junior high school teaching and research activities, teachers' participation in the activities is not high, The atmosphere of cooperation and sharing is very difficult to form; the inheriting consciousness of the results of activities is weak and the effect of activities cannot be shared by all teachers; the evaluation system of teaching and research activities is unscientific, the weight is not heavy on quality, and the developmental evaluation of the process of activities is lacking. The analysis of the causes of the problems in the teaching and research activities of Y Junior Middle School; the administrative tendency of the organizational process of the teaching and research activities is serious. This top-down approach of administrative cooperation deepens the idea of hierarchy among the members of the teaching and research group, making the members of the teaching and research group seem to be working very hard, but in the end they cannot form a resultant force of activity because they are moving in different directions. The strange phenomenon of "1 / 12" is that the purpose of the teaching and research activities is not clear.) the leaders, and members of the teaching and research groups have a vague understanding of the functions of the teaching and research activities, and regard the teaching and research activities as routine. The suggestion to improve the activity of teaching and research in Y junior high school:) firmly establish the teaching and research "to develop education," "A New idea" () improving conventional Teaching and Research activities (creating an environment to stimulate the demand for teaching and research at any time) the participants should actively change their roles. The implications of the investigation of the current situation of teaching and research activities in junior high schools can also take longer to do participatory research. In order to obtain more real information, other schools can conduct teaching and research activities as professional activities, thus enhancing the participants' understanding of teaching and research activities.) from the perspective of the teaching and research activities themselves, they want to enhance the effectiveness of the activities. It needs to be carried out as a professional activity.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G632.0

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