本文選題：教師 + 教學(xué)規(guī)劃��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：凡事預(yù)則立,不預(yù)則廢,教學(xué)亦如此,教師在教學(xué)之前對(duì)教學(xué)進(jìn)行規(guī)劃,在一定程度上能夠改善教學(xué)。教學(xué)規(guī)劃是指教師在自己的教育觀、教學(xué)觀基礎(chǔ)上,根據(jù)對(duì)學(xué)生、課程、教學(xué)環(huán)境等要素的綜合分析,對(duì)自己的教學(xué)活動(dòng)進(jìn)行系統(tǒng)規(guī)劃,其中包含著教學(xué)理念、目的、過程、策略和方法,具有思想性、目的性、系統(tǒng)性、實(shí)踐性和獨(dú)特性的特點(diǎn)。教學(xué)規(guī)劃是在一定時(shí)代背景下提出的,具有其可能性和必要性。當(dāng)今社會(huì)對(duì)多元化和個(gè)性化的尊重是教師進(jìn)行教學(xué)規(guī)劃的時(shí)代背景;在課程改革中,教師被賦予了更多的自主權(quán),這為教師自主規(guī)劃自己的教學(xué)提供了可能性;并且,教師教學(xué)規(guī)劃本身具有重要意義,教師進(jìn)行教學(xué)規(guī)劃是教師有效教學(xué)的前提,是教師專業(yè)成長的基礎(chǔ),是教師個(gè)性化發(fā)展的需要也是學(xué)生學(xué)習(xí)理念轉(zhuǎn)變的動(dòng)力,因此,教師進(jìn)行自主教學(xué)規(guī)劃具有其必要性。通過對(duì)部分優(yōu)秀教師的教學(xué)成果、教育敘事和教學(xué)研究的分析,能夠發(fā)現(xiàn)這些教師所具有的教學(xué)規(guī)劃意識(shí)和能力,將這些優(yōu)秀教師的教學(xué)規(guī)劃經(jīng)歷和心路歷程進(jìn)行深入分析后,梳理出教師進(jìn)行教學(xué)規(guī)劃的機(jī)制,這種教學(xué)規(guī)劃機(jī)制能夠?yàn)榻處熍囵B(yǎng)教學(xué)規(guī)劃意識(shí)和能力提供參考,也能夠?yàn)榻虒W(xué)規(guī)劃的研究提供借鑒。首先,教學(xué)中的困惑和困境激發(fā)了教師改善教學(xué)的動(dòng)機(jī),教師自主意識(shí)覺醒,對(duì)教學(xué)規(guī)劃從“無意識(shí)”到“有意識(shí)”。其次,在遇到困境和困惑后,這些教師不斷地追問和反思,教師經(jīng)驗(yàn)與教育理論的火花不斷碰撞。在這一過程中,教師非常重視自己“內(nèi)心的聲音”,從不輕視自己對(duì)教育的點(diǎn)滴理解。在分析教學(xué)時(shí),學(xué)科特點(diǎn)、學(xué)生學(xué)習(xí)興趣和特點(diǎn)還有教學(xué)方法是他們關(guān)注的焦點(diǎn)。再次,教師制定自己的教學(xué)規(guī)劃并不是零散地從學(xué)科、學(xué)生或教學(xué)方法某單一角度提煉出一個(gè)理念或者具體的做法,而是形成一個(gè)系統(tǒng)的框架,作出長遠(yuǎn)的、全面的規(guī)劃,教學(xué)規(guī)劃設(shè)計(jì)大致包括目標(biāo)確立、詳細(xì)規(guī)劃和即時(shí)檢驗(yàn)三個(gè)方面。然后,當(dāng)教學(xué)規(guī)劃達(dá)到較為系統(tǒng)和完善的程度時(shí),教師就會(huì)將其全面地應(yīng)用到實(shí)踐中去檢驗(yàn)其效果,通過規(guī)劃實(shí)施、規(guī)劃評(píng)價(jià)和常規(guī)化,教學(xué)規(guī)劃融入到教師的全部經(jīng)驗(yàn)和習(xí)慣當(dāng)中。最后,教學(xué)規(guī)劃內(nèi)化為一種內(nèi)部動(dòng)機(jī),從而影響其整體教學(xué),這種內(nèi)化貴在堅(jiān)持和積累,成在創(chuàng)新和發(fā)展。從訪談結(jié)果來看,部分教師并沒有對(duì)自己的教學(xué)進(jìn)行系統(tǒng)規(guī)劃,也有部分教師雖然有意識(shí)地對(duì)自己的教學(xué)進(jìn)行規(guī)劃,但是其中存在諸多問題。教師在教學(xué)規(guī)劃中主要存在教學(xué)規(guī)劃意識(shí)薄弱、教學(xué)規(guī)劃技術(shù)化傾向明顯以及教學(xué)規(guī)劃依賴感性經(jīng)驗(yàn)的問題。造成這些問題的原因主要包括,長久以來教師作為“實(shí)施者”的教學(xué)傳統(tǒng)、教師教學(xué)理性認(rèn)識(shí)不足以及教師教學(xué)專業(yè)化水平有限等原因。有教學(xué)規(guī)劃意識(shí)的教師,相對(duì)來說具有教學(xué)規(guī)劃的主動(dòng)性,但是實(shí)際設(shè)計(jì)、操作、評(píng)價(jià)和協(xié)調(diào)方面存在差異和欠缺,需要在實(shí)際規(guī)劃層面深入理解規(guī)劃和學(xué)習(xí)如何生成規(guī)劃。而對(duì)于沒有主動(dòng)規(guī)劃意識(shí)的教師,他們的首要任務(wù)是要認(rèn)識(shí)到自己在教學(xué)中的主動(dòng)性,意識(shí)到教學(xué)規(guī)劃與自身發(fā)展是協(xié)調(diào)統(tǒng)一的,進(jìn)而進(jìn)一步學(xué)習(xí)如何進(jìn)行有效的教學(xué)規(guī)劃。教師進(jìn)行教學(xué)規(guī)劃是一個(gè)教師專業(yè)自覺的過程,是教師教學(xué)從被動(dòng)到主動(dòng)、從依賴經(jīng)驗(yàn)到理性思考以及從零散設(shè)計(jì)到系統(tǒng)規(guī)劃的過程,在這一過程中,需要教師積極地發(fā)現(xiàn)自我在教學(xué)中的價(jià)值,并且結(jié)合經(jīng)驗(yàn)和理論深入思考自己的教學(xué),以一種復(fù)雜性思維對(duì)于自己的教學(xué)保持系統(tǒng)和長遠(yuǎn)的規(guī)劃。與此同時(shí),從教師的教學(xué)規(guī)劃經(jīng)驗(yàn)來看,教師能夠積極主動(dòng)進(jìn)行規(guī)劃,與學(xué)校的教學(xué)文化環(huán)境和學(xué)校的管理機(jī)制密不可分,學(xué)校應(yīng)該意識(shí)到教師在教學(xué)實(shí)施和管理中的基礎(chǔ)作用,在課程改革的背景下,既對(duì)學(xué)校課程和教學(xué)改革進(jìn)行整體規(guī)劃,又能夠?yàn)榻處焺?chuàng)設(shè)相對(duì)自由的教學(xué)空間,以使得教師有充分的機(jī)會(huì)對(duì)教學(xué)進(jìn)行個(gè)性化的規(guī)劃,并采取跨年級(jí)教研等具體策略引導(dǎo)教師進(jìn)行有效教學(xué)規(guī)劃。
[Abstract]:The teacher is able to plan the teaching before teaching and to some extent improve the teaching. The teaching plan refers to the teachers' comprehensive analysis of the students, the curriculum and the teaching environment on the basis of their views on education and teaching, and the systematic planning of their own teaching activities. It includes the teaching idea, the purpose, the process, the strategy and the method, which has the characteristics of ideological, objective, systematic, practical and unique. The teaching plan is put forward in a certain time background and has its possibility and necessity. The respect for diversification and individuation in today's society is the background of teachers' teaching planning; in the course of curriculum reform, In the course of the revolution, teachers have been given more autonomy, which provides the possibility for teachers to plan their own teaching independently; and the teaching planning of teachers is of great significance. Teachers' teaching planning is the premise of teachers' effective teaching, the basis of teachers' professional development, the need of teachers' individualized development and the transfer of students' learning ideas. Therefore, it is necessary for teachers to carry out autonomous teaching planning. Through the analysis of the teaching achievements, educational narration and teaching research of some excellent teachers, the teaching planning consciousness and ability of these teachers can be found, and the teaching planning experience and course of these excellent teachers are analyzed and analyzed. The mechanism of teaching planning for teachers, this teaching plan mechanism can provide reference for teachers to train teaching planning consciousness and ability, and can also provide reference for the study of teaching planning. First, the puzzles and puzzles in the teaching arouse the teachers' motivation to improve teaching, the awakening of teachers' self-consciousness, and the "unconscious" of teaching planning. In this process, teachers attach great importance to their "inner voice" and never despise their own understanding of education. In the analysis of teaching, the characteristics of the subject, and the students' interest in learning. And the characteristics and teaching methods are the focus of their attention. Again, the teacher's own teaching plan is not piecemeal from the discipline, students or teaching methods to extract a concept or specific practice, but to form a systematic framework for long-term, comprehensive planning, teaching planning and design roughly include the objectives. Standard establishment, detailed planning and immediate inspection three aspects. Then, when the teaching plan reaches a more systematic and perfect degree, the teacher will apply it to the practice to test its effect in an all-round way, through planning and implementation, planning evaluation and routine, teaching planning into all the teachers' experience and habits. Finally, teaching planning Internalization is a kind of internal motivation, which affects its overall teaching. This internalization is valuable in insistence and accumulation and in innovation and development. From the result of interview, some teachers have not systematically planned their own teaching, but some teachers have a conscious plan for their teaching, but there are many problems in them. The main reasons for these problems are the weak consciousness of teaching planning, the obvious tendency of teaching planning and the dependence on the perceptual experience in teaching planning. The main reasons for these problems include the teaching tradition of the teacher as the "implementer", the lack of knowledge of teachers' teaching rationality and the limited professional level of the teacher's teaching. Teachers with teaching planning awareness have the initiative of teaching planning, but there are differences and deficiencies in actual design, operation, evaluation and coordination. It is necessary to understand planning and learning how to generate planning in the practical planning level. For teachers who have no initiative planning awareness, their primary task is to understand. To their own initiative in teaching, we realize that teaching planning and self development are coordinated and unified, and then further study how to carry out effective teaching planning. Teachers' teaching planning is a process of teacher's professional consciousness. It is a teacher's teaching from passivity to initiative, from dependence on experience to rational thinking and from scattered design to system. In the process of planning, in this process, teachers need to discover the value of self in teaching actively, and think deeply about their own teaching in combination with experience and theory, and maintain a systematic and long-term plan for their own teaching with a kind of complex thinking. At the same time, teachers can actively enter into the teaching plan from the perspective of teachers' teaching planning experience. Line planning is inseparable from the teaching cultural environment of the school and the management mechanism of the school. The school should realize the basic role of the teachers in the implementation and management of the teaching. Under the background of the curriculum reform, we should not only plan the school curriculum and teaching reform as a whole, but also create a relatively free teaching space for the teachers, so as to make the teachers have We should give full opportunities to individualized planning of teaching, and adopt specific strategies such as cross grade teaching and research to guide teachers to carry out effective teaching planning.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G635.1

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