本文選題：教研活動 + 現(xiàn)狀��； 參考：《山西師范大學》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“實踐型”、“經(jīng)驗型”逐步向“科研型”、“專家型”發(fā)展,不斷提升專業(yè)素質(zhì),成為教育教學改革和實踐的行家里手。作為教師專業(yè)發(fā)展的重要載體,教研活動的優(yōu)質(zhì)高效無疑是有關(guān)各方的關(guān)注重點。為了了解教研活動現(xiàn)狀,本研究進行了前期文獻查閱和后期實地調(diào)研。在查閱有關(guān)教研活動文獻的基礎(chǔ)上,發(fā)現(xiàn)現(xiàn)有文獻對教研活動現(xiàn)狀的普遍描述是:教研活動,尤其是初中教研活動流于形式、行政化傾向嚴重、效果欠佳。為了檢驗結(jié)論是否真實并獲取更多信息,研究選取Y初中作為樣本,進行詳細的實地調(diào)研。實地調(diào)研綜合運用訪談法、實地觀摩等方法,對“教研活動主題、形式、氛圍、效果、評價”等幾個方面進行了觀察和訪談。研究發(fā)現(xiàn):(1)目前Y初中教研活動的現(xiàn)狀:教研活動主要有常規(guī)教研、隨時教研、撰寫教學隨筆、送教下鄉(xiāng)四種形式,主要圍繞“解決周內(nèi)教學困惑”和“商定下周的課程安排”兩大主題開展教研活動,常規(guī)教研和隨時教研對教師的幫助比較大,活動評價方面主要關(guān)注常規(guī)教研,且通過教研活動記錄和教師參與次數(shù)評價,評價對象是教師和教研組長個人。(2)Y初中教研活動中存在的問題:“集體備課、聽課議課評課”仍是Y初中教研活動的主流,形式傳統(tǒng)單調(diào);教研活動主題重課、重教材,輕教師、輕學生,針對性、連貫性不強;“自上而下”的行政化合作氛圍充斥著Y初中教研活動,教師對活動的參與度不高,合作共享氛圍很難形成;活動成果的傳承意識淡薄,活動效果不能為全體教師共同享有;教研活動評價體系不科學,重量不重質(zhì),缺少對活動過程的發(fā)展性評價,評價主體單一,忽視對教研組團隊的整體評價。Y初中教研活動中存在問題的成因分析:(A)教研活動組織過程的行政化傾向嚴重。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化思想,使得教研組成員看起來都很努力,但終因朝著不同的方向而形成不了活動合力,出現(xiàn)“1+12”的奇怪現(xiàn)象;(B)教研活動目的不清;(C)主管教研領(lǐng)導、教研組長、教研組成員對教研活動功能認識模糊,視教研活動為例行公事,可有可無。(3)改進Y初中教研活動的建議:(A)牢固樹立教研“興教、興�！毙滤枷�;(B)改善常規(guī)教研活動;(C)創(chuàng)設(shè)環(huán)境激發(fā)隨時教研需求;(D)各參與主體要主動轉(zhuǎn)換角色。(4)Y初中教研活動現(xiàn)狀調(diào)研的啟示:(A)研究還可以花更長時間做參與式研究,以獲取更多真實信息;(B)其他學�？梢詫⒔萄谢顒幼鳛閷I(yè)性活動進行,從而提升各參與主體對教研活動的認識;(C)從教研活動本身來講,要想提升活動效果,需要將其作為一項專業(yè)活動開展。
[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.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G632.0

【相似文獻】

相關(guān)期刊論文 前10條

1 郭紅兵;;有效課堂活動的“四項原則”[J];小學教學參考;2011年20期

2 林燕;;淺談小學英語課堂教學活動的設(shè)計[J];新課程(下);2012年12期

3 朱淑云;;英語教學中的小組活動[J];考試周刊;2009年50期

4 成漢平;;“親近我的家鄉(xiāng)”少先隊活動方案[J];小學德育;2008年05期

5 栗德全;蔣培德;;學生的能力及其培養(yǎng)[J];四川教育;1984年02期

6 馬媛;如何在幼兒園實施分組活動[J];寧夏教育;2002年11期

7 劉兆祥;;叫醒每一個低年級學生的耳朵[J];小學語文教學;2011年17期

8 ;抓“雙學” 促發(fā)展——衢州市“雙學”活動結(jié)碩果[J];學習與思考;1996年07期

9 孫華麗;;活動單導學的幾點收益[J];教育藝術(shù);2010年12期

10 劉環(huán);;淺議主活動任務課的目標任務設(shè)計法[J];新課程(中學);2013年07期

相關(guān)會議論文 前1條

1 王俊龍;;課堂活動,想說愛你不容易[A];江蘇省教育學會2006年年會論文集（文科專輯）[C];2006年

相關(guān)重要報紙文章 前10條

1 記者 陳真　見習記者 馬麗;高質(zhì)量完成學習實踐活動任務[N];咸寧日報;2008年

2 振軒;我市教育系統(tǒng)召開深入學習實踐科學發(fā)展觀活動試點工作動員大會[N];無錫日報;2008年

3 本報評論員;確保第二批學習實踐活動開好局起好步[N];海南日報;2009年

4 記者 邢爽 汪巍巍;為百姓多辦實事解難事 確保兩項活動取得更大實效[N];黑河日報;2014年

5 記者 卓娜;以學習實踐活動為契機 提速阿壩文化建設(shè)[N];阿壩日報;2009年

6 記者 李江濤;把握重點突出關(guān)鍵緊貼實際精心組織 確保第三批學習實踐活動取得實效[N];洛陽日報;2009年

7 本報記者 余威;地區(qū)召開深入學習實踐科學發(fā)展觀活動第二批總結(jié)暨第三批動員會議[N];山南報(漢);2009年

8 歐陽農(nóng)綱;我市全面啟動第二批深入學習實踐科學發(fā)展觀活動[N];湘潭日報;2009年

9 記者 付洪軍;保質(zhì)按時 注重實效 取信于民[N];珠海特區(qū)報;2009年

10 記者傅春秘;我市召開學習實踐活動第二批總結(jié)暨第三批動員大會[N];秦皇島日報;2009年

相關(guān)碩士學位論文 前10條

1 車明花;基于課堂觀察的初中英語課堂小組活動研究[D];延邊大學;2016年

2 黃思琴;高中生社團活動資源在《文化生活》教學中的開發(fā)與利用研究[D];湖南師范大學;2016年

3 董曉蓉;Y初中教研活動現(xiàn)狀調(diào)查研究[D];山西師范大學;2016年

4 鐘靜;高中英語課堂活動及其有效性研究[D];華中師范大學;2013年

5 劉亞青;農(nóng)村初中數(shù)學聯(lián)片教研活動現(xiàn)狀調(diào)查研究[D];西北師范大學;2014年

6 劉越;初級漢語課堂小組活動中的教師角色研究[D];華東師范大學;2015年

7 王U，

本文編號：1819881