本文選題：語(yǔ)文 + 教研團(tuán)隊(duì)��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：學(xué)校教研團(tuán)隊(duì)的發(fā)展?fàn)顩r直接影響教師專(zhuān)業(yè)發(fā)展及學(xué)校教學(xué)質(zhì)量,故改進(jìn)教研團(tuán)隊(duì)十分重要。而不同的教研團(tuán)隊(duì),不論是從團(tuán)隊(duì)組成成員上或是教研活動(dòng)的組織上來(lái)說(shuō)都有其特殊性,所以針對(duì)學(xué)科特色研究其團(tuán)隊(duì)組建十分必要。中小學(xué)語(yǔ)文教研團(tuán)隊(duì)的建設(shè)直接影響語(yǔ)文教學(xué)的質(zhì)量和語(yǔ)文教師專(zhuān)業(yè)發(fā)展的情況,但是現(xiàn)在的中小學(xué)語(yǔ)文教研團(tuán)隊(duì)還存在許多問(wèn)題,以同年級(jí)語(yǔ)文教師為主,成員單一、規(guī)模狹小,團(tuán)隊(duì)缺乏多元化；活動(dòng)圍繞語(yǔ)文的教學(xué),單一且缺乏時(shí)效,成員沒(méi)有共同目標(biāo)；組織松散、發(fā)展隨意,成員缺乏歸屬感；對(duì)研究?jī)?nèi)容認(rèn)識(shí)不足,教研方法缺乏等等。為了能改進(jìn)中小學(xué)語(yǔ)文教研團(tuán)隊(duì),真正發(fā)揮團(tuán)隊(duì)的效力,促進(jìn)語(yǔ)文教師教學(xué)教研,通過(guò)對(duì)全國(guó)240位中小學(xué)語(yǔ)文教師進(jìn)行問(wèn)卷調(diào)查、個(gè)別訪(fǎng)談,從而歸納出我國(guó)中小學(xué)語(yǔ)文教研團(tuán)隊(duì)的建設(shè)現(xiàn)狀和問(wèn)題,并分析問(wèn)題出現(xiàn)的原因,提出了應(yīng)對(duì)策略。文獻(xiàn)研究法、問(wèn)卷調(diào)查法和訪(fǎng)談法的運(yùn)用對(duì)論文影響很大。目前造成我國(guó)中小學(xué)語(yǔ)文教研團(tuán)隊(duì)出現(xiàn)問(wèn)題的原因有學(xué)科、個(gè)人和團(tuán)隊(duì)三個(gè)方面,比如：語(yǔ)文學(xué)科的學(xué)科地位影響參與教研活動(dòng)的時(shí)間,語(yǔ)文教師對(duì)教研團(tuán)隊(duì)的了解程度影響其參與意識(shí),語(yǔ)文教研團(tuán)隊(duì)活動(dòng)的豐富性影響成員參與的積極性和成果的多樣性等。根據(jù)文獻(xiàn)研究、調(diào)查現(xiàn)狀和原因分析,論文提出應(yīng)多層次、跨學(xué)科擴(kuò)大團(tuán)隊(duì)規(guī)模,實(shí)現(xiàn)團(tuán)隊(duì)多元化；認(rèn)識(shí)語(yǔ)文教研團(tuán)隊(duì)、樹(shù)立共同目標(biāo),增強(qiáng)教師的參與意識(shí)；確立身份認(rèn)同、找到歸屬感,保障維系紐帶；轉(zhuǎn)化成果、擴(kuò)大輻射,以團(tuán)隊(duì)凝聚力帶動(dòng)成員；設(shè)定專(zhuān)職語(yǔ)文教研員加強(qiáng)評(píng)價(jià)監(jiān)督,保證團(tuán)隊(duì)執(zhí)行力；利用網(wǎng)絡(luò)等學(xué)習(xí)資源和手段,增強(qiáng)教師的語(yǔ)文素養(yǎng)；形成品牌效應(yīng),保證團(tuán)隊(duì)生命力；開(kāi)發(fā)資源,促進(jìn)保障。問(wèn)卷的科學(xué)性、問(wèn)題的實(shí)際性、原因的特殊性和策略的針對(duì)性組成了論文的創(chuàng)新性,成就了本論文的意義和價(jià)值。
[Abstract]:The development of teaching and research team directly affects teachers' professional development and school teaching quality, so it is very important to improve the teaching and research team. However, different teaching and research teams have their own particularities in terms of team members or the organization of teaching and research activities, so it is necessary to study their team formation according to the subject characteristics. The construction of Chinese teaching and research team in primary and secondary schools has a direct impact on the quality of Chinese teaching and the professional development of Chinese teachers. However, there are still many problems in the Chinese teaching and research team of primary and secondary schools. Small size, lack of diversity of the team; activities around the language teaching, single and lack of time, members have no common goal; loose organization, random development, members lack of sense of belonging; lack of understanding of research content, lack of teaching and research methods and so on. In order to improve the Chinese teaching and research team in primary and secondary schools, to give full play to the effectiveness of the team and to promote the teaching and research of Chinese teachers, a questionnaire survey and individual interviews were conducted among 240 Chinese teachers in primary and secondary schools throughout the country. The present situation and problems of the construction of Chinese teaching and research team in primary and secondary schools in China are summarized, and the causes of the problems are analyzed, and the countermeasures are put forward. The application of literature research, questionnaire and interview method has great influence on the paper. At present, the problems of Chinese teaching and research teams in primary and secondary schools in our country are caused by three aspects: discipline, individual and team. For example, the subject status of Chinese subject affects the time of participating in teaching and research activities. Language teachers' understanding of teaching and research teams affects their sense of participation, and the richness of language teaching and research team activities affects the enthusiasm of members and the diversity of achievements, etc. According to the literature research, the investigation present situation and the reason analysis, the paper proposes that the multi-level, the interdisciplinary expands the team scale, realizes the team diversification, understands the Chinese teaching and research team, establishes the common goal, strengthens the teacher's participation consciousness, establishes the identity, To find a sense of belonging, to ensure the maintenance of ties; to transform results, expand radiation, with team cohesion to lead members; set up full-time language teaching and research staff to strengthen evaluation and supervision, ensure team execution; use network learning resources and means, Strengthen teachers' Chinese accomplishment, form brand effect, ensure team vitality, develop resources and promote guarantee. The scientific nature of the questionnaire, the practical nature of the problem, the particularity of the reasons and the pertinence of the strategy constitute the innovation of the paper, and achieve the significance and value of this paper.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.3

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本文編號(hào)：1890505