【摘要】：隨著課改的不斷深入,而1993年教育部頒布的《九年義務(wù)教育全日制小學(xué),初級(jí)中學(xué)課程計(jì)劃》中所規(guī)定的物理周學(xué)科時(shí)數(shù)卻是需要長(zhǎng)期嚴(yán)格執(zhí)行的,所以教師們總是說(shuō)教學(xué)時(shí)間不夠�？蔀槭裁床粔�?怎么解決?本文希望對(duì)當(dāng)下初中物理課程教學(xué)時(shí)間管理進(jìn)行相關(guān)調(diào)查研究,使其調(diào)查研究結(jié)果能具有一定的實(shí)用價(jià)值:能幫助一線教師更科學(xué)高效的進(jìn)行初中物理課程教學(xué)時(shí)間管理;能幫助教師按計(jì)劃進(jìn)度、有標(biāo)準(zhǔn)、有步驟地進(jìn)行教學(xué)工作圓滿完成教學(xué)任務(wù);能透過(guò)教學(xué)時(shí)間管理做到隨時(shí)總結(jié)自己的教學(xué)情況,進(jìn)行教學(xué)反思,積累經(jīng)驗(yàn),從而提高教學(xué)能力,實(shí)現(xiàn)當(dāng)今提倡的高效課堂。教師對(duì)教學(xué)時(shí)間的管理重視程度,能體現(xiàn)教師對(duì)學(xué)情的分析,體現(xiàn)教師對(duì)新課程標(biāo)準(zhǔn)總體內(nèi)容的把握。教學(xué)時(shí)間管理必須引起初中教師的重視。在眾多教學(xué)時(shí)間管理的理論研究中,研究者們多注重微觀教學(xué)時(shí)間管理的分析,在課堂的局促時(shí)間里,討論學(xué)生發(fā)展規(guī)律對(duì)教學(xué)時(shí)間管理的要求、從知識(shí)邏輯、教學(xué)方法等討論對(duì)教學(xué)時(shí)間管理的影響。但卻忽視了作為時(shí)間分析和管理的單元,初中物理課程教學(xué)時(shí)間宏觀是“國(guó)本”時(shí)間,它指國(guó)家明確規(guī)定了初中物理課程教學(xué)時(shí)間的總量和分配指南;中觀是“校本”時(shí)間,它受地區(qū)和學(xué)校的人才培養(yǎng)目標(biāo)的影響,學(xué)校決定了課時(shí)制度和課時(shí)細(xì)分指南;微觀是“教本”時(shí)間,具體指教師的課堂教學(xué)任務(wù),不同課型以及不同的教學(xué)任務(wù)決定了教師課堂中的時(shí)間節(jié)奏,這便是本文研究的核心框架。本文以“國(guó)本”“校本”“教本”三維協(xié)同共管為主線,以教學(xué)進(jìn)度的優(yōu)化設(shè)計(jì)為手段,從五類課型展開,進(jìn)行教學(xué)時(shí)間管理的調(diào)查分析與研究,旨在促進(jìn)教與學(xué)的平衡、提高教學(xué)效率和質(zhì)量,這便是本課題的研究目標(biāo)。全文共分為五個(gè)部分。第一部分是緒論。主要闡述了本文問(wèn)題提出的背景,研究的目的和意義,研究現(xiàn)狀分析、研究的范圍和內(nèi)容以及研究的思路方法、研究的創(chuàng)新和不足。本文第二部分是教學(xué)時(shí)間管理的相關(guān)概述。第三部分包含了以“國(guó)本”“校本”“教本”三個(gè)維度展開的現(xiàn)狀調(diào)查和相關(guān)研究分析提出的教學(xué)時(shí)間管理的建議。主要有:首先通過(guò)文獻(xiàn)法,較全面、準(zhǔn)確地了解掌握初中物理課程教學(xué)時(shí)間總量和周課時(shí)數(shù)的規(guī)定。其次通過(guò)文獻(xiàn)查閱、教師訪談、學(xué)生問(wèn)卷了解實(shí)際的“校本”時(shí)間。再次通過(guò)文獻(xiàn)查閱,掌握“教本”時(shí)間中值得注意的管理問(wèn)題。最后綜合提出了具體的教學(xué)時(shí)間管理建議。第四部分是五類課型的教學(xué)時(shí)間現(xiàn)狀調(diào)查研究和分析,旨在結(jié)合了解學(xué)生訴求,為教師的教學(xué)時(shí)間管理提供參考建議。第五部分是筆者利用第三、四部分的研究結(jié)果,在S學(xué)校實(shí)行教學(xué)時(shí)間管理,旨在成為個(gè)案,供廣大教師參考。第六部分是結(jié)論與建議。
[Abstract]:With the deepening of curriculum reform, however, the number of physics week subject hours stipulated in the "nine-year compulsory whole-day primary school, junior middle school curriculum plan" promulgated by the Ministry of Education in 1993 needs to be strictly enforced for a long time. So teachers always say that teaching time is not enough. But why not? How? This article hopes to carry on the related investigation research to the present junior middle school physics curriculum teaching time management, causes its investigation and research result to have certain practical value: can help the front line teacher to carry on the junior high school physics curriculum teaching time management more scientifically; It can help teachers to complete their teaching tasks successfully according to the planned progress, standard and step by step, to sum up their teaching situation at any time through teaching time management, to carry out teaching reflection and accumulate experience. So as to improve the teaching ability, to achieve the current advocated efficient classroom. Teachers' attention to the management of teaching time can reflect teachers' analysis of learning conditions and teachers' grasp of the overall content of the new curriculum standard. The teaching time management must arouse the junior middle school teacher's attention. In many theoretical studies of teaching time management, researchers pay more attention to the analysis of microcosmic teaching time management. In the limited time in the classroom, we discuss the requirements of the students' development law to the teaching time management, from the knowledge logic, The influence of teaching methods on teaching time management. However, as a unit of time analysis and management, the macroscopic teaching time of junior high school physics curriculum is "country based" time, which means that the state clearly stipulates the total amount of teaching time and the allocation guide of junior high school physics curriculum teaching time, and the middle view is "school-based" time. It is influenced by the talent training goals of the districts and schools, and the school determines the system of class hours and the subdivision of the class hours; the micro level is the "teaching-oriented" time, which specifically refers to the teachers' classroom teaching tasks. Different class types and different teaching tasks determine the time rhythm in the classroom, which is the core frame of this study. In this paper, the author takes the "national" and "school-based" and "teaching" as the main line, takes the optimization design of teaching progress as the means, carries on the investigation, analysis and research on the teaching time management from five kinds of class types, in order to promote the balance between teaching and learning, the purpose of this paper is to promote the balance between teaching and learning. Improve teaching efficiency and quality, this is the research goal of this topic. The full text is divided into five parts. The first part is the introduction. The background, purpose and significance of the research, the analysis of the present situation, the scope and content of the research, the method of the research, the innovation and the deficiency of the research are mainly described in this paper. The second part of this paper is an overview of teaching time management. The third part contains the current situation investigation and the suggestions of teaching time management based on the three dimensions of "national" and "school-based" and "teaching basis". The main contents are as follows: firstly, through the literature method, we can fully and accurately understand the rules of mastering the total teaching time and weekly class hours of junior high school physics courses. Second, through literature review, teacher interviews, students questionnaire to understand the actual "school-based" time. Again, through literature review, grasp the "teaching-based" time to pay attention to management problems. Finally, some concrete suggestions on teaching time management are put forward. The fourth part is the investigation and analysis of the current situation of teaching time of five kinds of classes, which aims to provide reference and suggestions for teachers' teaching time management by means of understanding students' demands. The fifth part is the author uses the third and fourth part of the research results, in S school teaching time management, aimed to become a case for the majority of teachers reference. The sixth part is the conclusion and recommendation.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.7

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