本文選題：中小學(xué)名師 + 教學(xué)主張�。� 參考：《安徽師范大學(xué)》2017年碩士論文

【摘要】：名師教學(xué)主張是名師個體在長期的教育教學(xué)實(shí)踐中逐步生成的,對教育教學(xué)獨(dú)特的、穩(wěn)定的、系統(tǒng)的認(rèn)知和理解,其內(nèi)含于名師自身的教學(xué)觀念和教學(xué)行動中,是名師個體教學(xué)經(jīng)驗(yàn)的升華。中小學(xué)名師作為名師群體的主力軍,其教學(xué)主張生成對于基礎(chǔ)教育階段教學(xué)實(shí)踐的開展具有重要的影響作用。本研究在對中小學(xué)名師教學(xué)主張生成進(jìn)行理論闡釋的基礎(chǔ)上,采用個案研究的方法,選取小學(xué)數(shù)學(xué)名師X名師為研究對象,通過對X名師教學(xué)主張生成的過程及生成的結(jié)果的描述與呈現(xiàn),探討其教學(xué)主張生成的機(jī)制與影響因素,得出相關(guān)的研究結(jié)論,并提出促成中小學(xué)名師教學(xué)主張生成的合理化建議。X名師教學(xué)主張生成的過程與其專業(yè)發(fā)展相互呼應(yīng),分為學(xué)習(xí)內(nèi)化、觀察反思、實(shí)踐積累、建構(gòu)深化四個階段。X名師的教學(xué)主張涵蓋多個方面,教學(xué)目的觀主張、教學(xué)價值觀主張、教學(xué)主體觀主張、教學(xué)內(nèi)容觀主張、教學(xué)過程觀主張、教學(xué)方法觀主張等觀念主張與教學(xué)組織主張、教學(xué)交往主張、學(xué)習(xí)指導(dǎo)主張、教學(xué)評價主張等行動主張相互結(jié)合,共同構(gòu)成了X名師個體的教學(xué)主張。X名師教學(xué)主張生成是多種因素綜合作用的結(jié)果。在教學(xué)主張生成動力方面,X名師既受個體內(nèi)在發(fā)展需要的引領(lǐng),又受外在教師評價的驅(qū)動;在教學(xué)主張生成條件方面,X名師個體主張的生成既建立在自身經(jīng)驗(yàn)圖式的基礎(chǔ)上,也離不開外在時空環(huán)境的配合;在教學(xué)主張生成路徑方面,X名師主要依賴于理論學(xué)習(xí)、實(shí)踐積累與同伴交流合作;在教學(xué)主張生成方式方面,X名師更多借助于理論轉(zhuǎn)化與行動反思。動力、條件、路徑、方式等若干要素相互交織而形成的邏輯體系就構(gòu)成了X名師教學(xué)主張生成的機(jī)制。X名師個體的知識結(jié)構(gòu)、能力素養(yǎng)、教學(xué)情感、個性品質(zhì)、教學(xué)經(jīng)驗(yàn)等內(nèi)部因素,學(xué)校環(huán)境、教師團(tuán)隊(duì)文化、教育改革、教師培訓(xùn)等外部因素,教學(xué)實(shí)踐等中介性影響因素都在其教學(xué)主張生成中發(fā)揮著重要的影響作用。通過對X名師教學(xué)主張生成的深入分析,得出以下結(jié)論:中小學(xué)名師教學(xué)主張生成是一個動態(tài)發(fā)展的過程;中小學(xué)名師教學(xué)主張生成是多種因素相互作用的結(jié)果;中小學(xué)名師教學(xué)主張生成彰顯了個體的內(nèi)在獨(dú)特性;中小學(xué)名師教學(xué)主張生成以促進(jìn)學(xué)生發(fā)展和教學(xué)開展為指向。為了更好的促進(jìn)教學(xué)主張的生成,名師個體、學(xué)校乃至教育部門都要為之共同努力。
[Abstract]:The idea of famous teachers' teaching is that the individuals of famous teachers are gradually formed in the long term teaching practice. The unique, stable and systematic cognition and understanding of education and teaching are contained in the teaching concepts and teaching actions of famous teachers themselves. It is the sublimation of individual teaching experience of famous teachers. As the main force of the group of famous teachers in primary and secondary schools, the generation of their teaching propositions plays an important role in the development of teaching practice in the stage of basic education. On the basis of theoretical explanation of the teaching propositions of famous teachers in primary and secondary schools, this study adopts the method of case study to select X famous teachers of primary school mathematics as the object of study. Based on the description and presentation of the process and results of the formation of the teaching propositions of X teachers, the mechanism and influencing factors of the formation of their teaching opinions are discussed, and the relevant research conclusions are obtained. The paper also puts forward the rational suggestions to promote the formation of teaching propositions of famous teachers in primary and secondary schools. The process of forming teaching opinions of famous teachers in primary and secondary schools and their professional development echo each other, which are divided into learning internalization, observation and reflection, practice accumulation, etc. The teaching ideas of the teachers in the four stages of construction and deepening include the idea of teaching purpose, the view of teaching value, the view of teaching subject, the view of teaching content, the view of teaching process. Ideas such as the idea of the concept of teaching method, the idea of teaching organization, the idea of teaching communication, the idea of learning guidance, the proposition of teaching evaluation, etc., are combined with each other. The formation of X teacher's teaching proposition is the result of many factors. In terms of the generating power of teaching opinions, X teachers are guided by the internal development needs of individuals and driven by external teacher evaluation, and the generation of individual opinions of X famous teachers is based on their own experiential schemata in terms of the conditions for the formation of teaching opinions. It is also inseparable from the cooperation of external spatio-temporal environment, in the teaching advocate generation path, X teachers mainly rely on theoretical learning, practical accumulation and peer exchanges and cooperation; In the aspect of the way of teaching propositions, X teachers more rely on theoretical transformation and action reflection. The logical system formed by the interweaving of some factors, such as motive force, condition, path, way and so on, constitutes the mechanism that X teacher advocates the formation of individual knowledge structure, ability accomplishment, teaching emotion and personality quality. Internal factors such as teaching experience, school environment, teacher team culture, education reform, teacher training and other mediating factors play an important role in the formation of teaching ideas. Based on the deep analysis of the formation of the teaching propositions of X teachers, the following conclusions are drawn: the generation of teaching propositions of famous teachers in primary and secondary schools is a dynamic development process, the generation of teaching propositions of famous teachers in primary and secondary schools is the result of the interaction of many factors; The formation of the teaching propositions of famous teachers in primary and secondary schools shows the inherent uniqueness of individuals, while the generation of teaching opinions of famous teachers in primary and secondary schools is directed at promoting the development of students and the development of teaching. In order to better promote the formation of teaching ideas, famous individuals, schools and even education departments should work together for it.
【學(xué)位授予單位】：安徽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G632.0

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