本文選題：課題資料 + 教改研究��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：本論文在參考借鑒相關(guān)研究文獻(xiàn)的基礎(chǔ)上,綜合運(yùn)用文獻(xiàn)調(diào)研、內(nèi)容分析、評價研究等方法對內(nèi)蒙古自治區(qū)359例“十二五”、“十三五”基礎(chǔ)教育規(guī)劃課題資料進(jìn)行整理研究,分析內(nèi)蒙古自治區(qū)中小學(xué)教師進(jìn)行教改研究的現(xiàn)狀,找出主要存在的問題,進(jìn)一步提出能夠切實(shí)提高教師教改研究水平的策略,為教師的教改研究水平的進(jìn)一步提高提供參考。通過研究,發(fā)現(xiàn)主要存在以下問題:(1)目前自治區(qū)中小學(xué)教師教改研究水平較低。在“核心概念”、“課題界定”、“理論依據(jù)”、“研究對象”、“研究方法”、“研究步驟”、“參考文獻(xiàn)”七個方面的介紹說明較差;(2)學(xué)科分布和學(xué)段分布不均勻。學(xué)科方面偏向語文、數(shù)學(xué)、英語、信息技術(shù)四門學(xué)科的教學(xué)研究;學(xué)段上,偏向小學(xué)(55%)和初中(30%)階段的教學(xué)研究,忽略了幼兒園(0.07%)和高中(11%)的教育教學(xué)研究;(3)研究者的關(guān)注熱點(diǎn)較集中。普遍關(guān)注學(xué)生和教師的發(fā)展,“十三五”的關(guān)注點(diǎn)較“十二五”關(guān)注點(diǎn)較具體、詳細(xì)。(4)從學(xué)科角度分析,信息技術(shù)學(xué)科的不同學(xué)段與各指標(biāo)項(xiàng)之間的相關(guān)性較大;英語學(xué)科的學(xué)段與研究內(nèi)容的表述之間有較強(qiáng)的相關(guān)性;數(shù)學(xué)學(xué)科的學(xué)段與研究內(nèi)容的表述之間有較弱的相關(guān)性;語文學(xué)科的學(xué)段與核心概念的界定和研究內(nèi)容的表述之間均有較弱的相關(guān)性;(5)學(xué)段與核心概念的界定以及研究內(nèi)容的表述之間的相關(guān)性較其他指標(biāo)項(xiàng)相比較強(qiáng)。針對課題資料的分析結(jié)果,提出了今后開展課題培訓(xùn)工作方面的對策與建議:(1)激發(fā)教師的科研動力。從學(xué)科角度分析,需要采取措施,更多地激發(fā)生物、地理、歷史、美術(shù)以及科學(xué)等學(xué)科教師進(jìn)行教改研究的積極性,促進(jìn)各學(xué)科的均衡發(fā)展;從學(xué)段角度來看,要注意平衡各學(xué)段教師進(jìn)行教改研究的參與度,更多地激發(fā)幼兒園、高中以及中等職業(yè)學(xué)校教師進(jìn)行教學(xué)改革研究的熱情,鼓勵更多地教師參與到教改研究的隊(duì)伍中。(2)拓寬教師的教育視野。通過多渠道、多角度地增加不同學(xué)校、不同地區(qū)、不同學(xué)科教師之間的溝通交流,不僅僅停留在本地區(qū)、本學(xué)校、本學(xué)科。鼓勵教師通過不同的視角、運(yùn)用現(xiàn)代化的教學(xué)手段進(jìn)行教育研究,力求最終能夠達(dá)到“多角度、全方位、深層次”的教育教學(xué)研究。(3)組織有針對性的科研能力培訓(xùn)。在培訓(xùn)中有針對性地對“核心概念”“課題的界定”“理論依據(jù)”“研究對象”“研究方法”“研究步驟”以及“參考文獻(xiàn)”七個方面進(jìn)行詳細(xì)的介紹說明,深化教師對這幾方面的學(xué)習(xí)和理解。
[Abstract]:On the basis of referring to relevant research documents, this paper makes comprehensive use of literature investigation, content analysis, evaluation research and other methods to organize and study the basic education planning topics of 359 cases in Inner Mongolia Autonomous region during the 12th Five-Year Plan and the 13th Five-Year Plan. This paper analyzes the present situation of primary and secondary school teachers' research on teaching reform in Inner Mongolia Autonomous region, finds out the main existing problems, and further puts forward some strategies to improve the research level of teachers' teaching reform, which provides a reference for further improving the research level of teachers' teaching reform. Through the research, we find that there are the following problems: 1) at present, the research level of primary and middle school teachers' teaching reform in the autonomous region is relatively low. In the seven aspects of "core concept", "subject definition", "theoretical basis", "research object", "research method", "research step" and "reference document", it is shown that the distribution of subjects and learning sections is not uniform in seven aspects: "core concept", "subject definition", "theoretical basis", "research method", "research step" and "reference document". In terms of subjects, there is a bias towards teaching and research in the four disciplines of Chinese, mathematics, English and information technology; in the study section, there is a preference for teaching research in the stages of primary school and junior high school. The research on education and teaching has neglected the kindergarten 0.07) and the senior high school. (3) the researchers pay more attention to it. The 13th Five-Year Plan is more specific than the 12th Five-Year Plan. From the point of view of the subject, the correlation between the different learning stages of the information technology discipline and the index items is greater. There is a strong correlation between the learning paragraph of English and the expression of the research content, and there is a weak correlation between the learning paragraph of the mathematics subject and the expression of the research content. There is a weak correlation between the academic paragraph of Chinese subject and the definition of the core concept and the expression of the research content. (5) the correlation between the learning paragraph and the definition of the core concept and the expression of the research content is stronger than that of the other index items. Based on the analysis of the subject data, this paper puts forward the countermeasures and suggestions of developing the subject training work in the future. From a disciplinary point of view, we need to take measures to stimulate the enthusiasm of teachers in biology, geography, history, fine arts and science to carry out teaching reform and research, and to promote the balanced development of various disciplines. Attention should be paid to balancing the participation of teachers of all levels in the research of teaching reform, and more stimulating the enthusiasm of teachers in kindergartens, high schools and secondary vocational schools for teaching reform and research. Encourage more teachers to participate in teaching reform research team. Through multiple channels and angles to increase the communication between different schools, different regions, different subject teachers, not only stay in this area, our school, the subject. Teachers are encouraged to use modern teaching methods to carry out educational research through different perspectives, and to achieve "multi-angle, all-directional, deep-level" education and teaching research. 3) to organize targeted training of scientific research ability. In the training, seven aspects of "core concept", "definition of subject", "theoretical basis", "research object", "research method", "research step" and "reference document" are introduced in detail. Deepen teachers' learning and understanding of these areas.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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