本文選題：導(dǎo)學(xué)案 + 自主學(xué)習(xí)��； 參考：《沈陽(yáng)師范大學(xué)》2017年碩士論文

【摘要】：導(dǎo)學(xué)案是新課程改革以來(lái),為提高學(xué)生自主學(xué)習(xí)能力而產(chǎn)生的一種文本資料。導(dǎo)學(xué)案自產(chǎn)生至今,有的學(xué)校使用導(dǎo)學(xué)案提高了教學(xué)質(zhì)量,有的學(xué)校卻出現(xiàn)了不少問(wèn)題。不管是促進(jìn)導(dǎo)學(xué)案教學(xué)改革進(jìn)一步發(fā)展,還是在導(dǎo)學(xué)案的啟示下探究其他發(fā)展學(xué)生自主學(xué)習(xí)能力的教學(xué)方式,都需要對(duì)導(dǎo)學(xué)案的進(jìn)一步研究。本研究選取大連市S初中作為研究個(gè)案,選用個(gè)案研究法、文獻(xiàn)研究法、訪談法、問(wèn)卷調(diào)查法,對(duì)S初中試行導(dǎo)學(xué)案的始末進(jìn)行介紹,分析S初中通過(guò)試行導(dǎo)學(xué)案取得的成效及出現(xiàn)的問(wèn)題,探究該校試行導(dǎo)學(xué)案未取得良好效果的原因,并為正在使用導(dǎo)學(xué)案的學(xué)校和準(zhǔn)備使用導(dǎo)學(xué)案的學(xué)校提出建議。經(jīng)調(diào)查,發(fā)現(xiàn)S初中試行導(dǎo)學(xué)案期間取得一定成效,但出現(xiàn)的問(wèn)題遠(yuǎn)遠(yuǎn)大于成效,包括教師面對(duì)改革不齊心;導(dǎo)學(xué)案設(shè)計(jì)教科書(shū)化、習(xí)題集化;導(dǎo)學(xué)案設(shè)計(jì)與教學(xué)呆板機(jī)械;教師不善于把握“導(dǎo)”與“學(xué)”;學(xué)生使用導(dǎo)學(xué)案預(yù)習(xí)質(zhì)量低下。因此在后期學(xué)校也停止了導(dǎo)學(xué)案的試行。經(jīng)分析,本研究認(rèn)為S初中運(yùn)用導(dǎo)學(xué)案最終沒(méi)有取得良好效果的原因主要有以下四方面。第一,學(xué)校引入導(dǎo)學(xué)案時(shí)帶有盲目性;試行過(guò)程留于表面,教師培訓(xùn)不到位,監(jiān)管評(píng)價(jià)機(jī)制不完善;取消導(dǎo)學(xué)案時(shí)表現(xiàn)出唯效益性,缺少反思。第二,教師對(duì)于導(dǎo)學(xué)案認(rèn)識(shí)不足;教師的導(dǎo)學(xué)案教學(xué)能力較低,課前預(yù)習(xí)指導(dǎo)、課上教學(xué)引導(dǎo)、學(xué)法指導(dǎo)都存在不足。第三,學(xué)生對(duì)導(dǎo)學(xué)案的認(rèn)識(shí)存在偏差,而且本身的自主學(xué)習(xí)能力較低。第四,導(dǎo)學(xué)案本身的有限合理性,一方面導(dǎo)學(xué)案的適宜性不強(qiáng),受知識(shí)點(diǎn)的差異性、教材設(shè)定問(wèn)題情境的差異性影響;另一方面導(dǎo)學(xué)案的程序化容易束縛教師、學(xué)生的思維。針對(duì)以上原因分析,本研究提出如下建議:首先明確導(dǎo)學(xué)案的適用范圍,之后學(xué)校方面應(yīng)減少改革的盲目追風(fēng)與唯效益性,加強(qiáng)導(dǎo)學(xué)案相關(guān)培訓(xùn)的深入性,建立健全監(jiān)管評(píng)價(jià)機(jī)制;教師方面要正確認(rèn)識(shí)導(dǎo)學(xué)案,從而優(yōu)化設(shè)計(jì)導(dǎo)學(xué)案,進(jìn)而合理使用導(dǎo)學(xué)案,同時(shí)加強(qiáng)對(duì)學(xué)生使用導(dǎo)學(xué)案的指導(dǎo)。針對(duì)本研究主要解決的問(wèn)題——大連市S初中試行導(dǎo)學(xué)案最終未取得良好效果的原因,本研究認(rèn)為主要責(zé)任方在于學(xué)校。學(xué)校開(kāi)展的這次導(dǎo)學(xué)案改革缺少對(duì)教學(xué)改革問(wèn)題的深層次思考,缺乏改革的理性自覺(jué)。因此,面對(duì)導(dǎo)學(xué)案,首先應(yīng)正視其優(yōu)勢(shì)和局限性,進(jìn)而結(jié)合實(shí)際教學(xué)情況,才能將導(dǎo)學(xué)案的價(jià)值最大化。
[Abstract]:The guide case is a kind of text material to improve students' autonomous learning ability since the new curriculum reform. Since its emergence, some schools have improved the teaching quality by using it, while some schools have had many problems. Whether it is to promote the further development of the teaching reform of the guiding case, or to explore other teaching methods of developing students' autonomous learning ability under the enlightenment of the guiding case, it is necessary to further study the guiding case. This study selects S junior high school in Dalian as a case study, chooses case study method, literature research method, interview method, questionnaire method, and introduces the beginning and end of the pilot case of S junior high school. This paper analyzes the results and problems of the pilot case in S junior high school, probes into the reasons why the pilot case has not achieved good results, and puts forward some suggestions for the schools that are using the pilot plan and the schools that are preparing to use the pilot plan. Through investigation, it is found that some achievements have been made during the trial of guided case in S junior high school, but the problems are far greater than the effect, including the teachers facing the reform, the textbook designing of the guiding case, the problem gathering, the design of the guiding case and the machine of teaching and learning; Teachers are not good at grasping "guidance" and "learning", and the quality of students' preparation is low. Therefore, in the late school also stopped the pilot trial. Through analysis, the author thinks that the reasons why S junior middle school failed to achieve good results are as follows. First, the introduction of school guidance plan with blindness; the trial process remains on the surface, teacher training is not in place, supervision and evaluation mechanism is not perfect; the cancellation of the guide case shows only benefit, lack of reflection. Second, teachers do not know enough about the guiding case, the teaching ability of the teachers is low, the guidance before class, the instruction in class and the instruction in learning method are all insufficient. Third, students' understanding of the pilot case is biased, and their autonomous learning ability is low. Fourth, the limited rationality of the guiding case itself, on the one hand, the suitability of the case is not strong, influenced by the difference of knowledge points and the problem situation of textbook setting; on the other hand, the procedure of guiding case is easy to constrain the thinking of teachers and students. According to the analysis of the above reasons, this study puts forward the following suggestions: first, the scope of application of the guiding case should be clarified, and then the school should reduce the blind pursuit and efficiency of the reform, and strengthen the depth of training related to the guiding case. To establish and improve the supervision and evaluation mechanism, teachers should correctly understand the case of guiding students, so as to optimize the design of the case of guidance, and then reasonably use the case, and strengthen the guidance to students in the use of the case. In view of the problem that this research mainly solves-Dalian S junior middle school trial pilot case has not finally achieved good results, this study believes that the main responsibility lies with the school. The reform of the guiding case lacks the deep thinking of the teaching reform and the rational consciousness of the reform. Therefore, in the face of the guiding case, we should first face its advantages and limitations, and then combine with the actual teaching situation, in order to maximize the value of the guiding case.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G632.4

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