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

【摘要】：凡事預則立,不預則廢,教學亦如此,教師在教學之前對教學進行規(guī)劃,在一定程度上能夠改善教學。教學規(guī)劃是指教師在自己的教育觀、教學觀基礎上,根據(jù)對學生、課程、教學環(huán)境等要素的綜合分析,對自己的教學活動進行系統(tǒng)規(guī)劃,其中包含著教學理念、目的、過程、策略和方法,具有思想性、目的性、系統(tǒng)性、實踐性和獨特性的特點。教學規(guī)劃是在一定時代背景下提出的,具有其可能性和必要性。當今社會對多元化和個性化的尊重是教師進行教學規(guī)劃的時代背景;在課程改革中,教師被賦予了更多的自主權,這為教師自主規(guī)劃自己的教學提供了可能性;并且,教師教學規(guī)劃本身具有重要意義,教師進行教學規(guī)劃是教師有效教學的前提,是教師專業(yè)成長的基礎,是教師個性化發(fā)展的需要也是學生學習理念轉變的動力,因此,教師進行自主教學規(guī)劃具有其必要性。通過對部分優(yōu)秀教師的教學成果、教育敘事和教學研究的分析,能夠發(fā)現(xiàn)這些教師所具有的教學規(guī)劃意識和能力,將這些優(yōu)秀教師的教學規(guī)劃經歷和心路歷程進行深入分析后,梳理出教師進行教學規(guī)劃的機制,這種教學規(guī)劃機制能夠為教師培養(yǎng)教學規(guī)劃意識和能力提供參考,也能夠為教學規(guī)劃的研究提供借鑒。首先,教學中的困惑和困境激發(fā)了教師改善教學的動機,教師自主意識覺醒,對教學規(guī)劃從“無意識”到“有意識”。其次,在遇到困境和困惑后,這些教師不斷地追問和反思,教師經驗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“內心的聲音”,從不輕視自己對教育的點滴理解。在分析教學時,學科特點、學生學習興趣和特點還有教學方法是他們關注的焦點。再次,教師制定自己的教學規(guī)劃并不是零散地從學科、學生或教學方法某單一角度提煉出一個理念或者具體的做法,而是形成一個系統(tǒng)的框架,作出長遠的、全面的規(guī)劃,教學規(guī)劃設計大致包括目標確立、詳細規(guī)劃和即時檢驗三個方面。然后,當教學規(guī)劃達到較為系統(tǒng)和完善的程度時,教師就會將其全面地應用到實踐中去檢驗其效果,通過規(guī)劃實施、規(guī)劃評價和常規(guī)化,教學規(guī)劃融入到教師的全部經驗和習慣當中。最后,教學規(guī)劃內化為一種內部動機,從而影響其整體教學,這種內化貴在堅持和積累,成在創(chuàng)新和發(fā)展。從訪談結果來看,部分教師并沒有對自己的教學進行系統(tǒng)規(guī)劃,也有部分教師雖然有意識地對自己的教學進行規(guī)劃,但是其中存在諸多問題。教師在教學規(guī)劃中主要存在教學規(guī)劃意識薄弱、教學規(guī)劃技術化傾向明顯以及教學規(guī)劃依賴感性經驗的問題。造成這些問題的原因主要包括,長久以來教師作為“實施者”的教學傳統(tǒng)、教師教學理性認識不足以及教師教學專業(yè)化水平有限等原因。有教學規(guī)劃意識的教師,相對來說具有教學規(guī)劃的主動性,但是實際設計、操作、評價和協(xié)調方面存在差異和欠缺,需要在實際規(guī)劃層面深入理解規(guī)劃和學習如何生成規(guī)劃。而對于沒有主動規(guī)劃意識的教師,他們的首要任務是要認識到自己在教學中的主動性,意識到教學規(guī)劃與自身發(fā)展是協(xié)調統(tǒng)一的,進而進一步學習如何進行有效的教學規(guī)劃。教師進行教學規(guī)劃是一個教師專業(yè)自覺的過程,是教師教學從被動到主動、從依賴經驗到理性思考以及從零散設計到系統(tǒng)規(guī)劃的過程,在這一過程中,需要教師積極地發(fā)現(xiàn)自我在教學中的價值,并且結合經驗和理論深入思考自己的教學,以一種復雜性思維對于自己的教學保持系統(tǒng)和長遠的規(guī)劃。與此同時,從教師的教學規(guī)劃經驗來看,教師能夠積極主動進行規(guī)劃,與學校的教學文化環(huán)境和學校的管理機制密不可分,學校應該意識到教師在教學實施和管理中的基礎作用,在課程改革的背景下,既對學校課程和教學改革進行整體規(guī)劃,又能夠為教師創(chuàng)設相對自由的教學空間,以使得教師有充分的機會對教學進行個性化的規(guī)劃,并采取跨年級教研等具體策略引導教師進行有效教學規(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.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G635.1

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