中學歷史初任教師課堂教學能力提升途徑研究
發(fā)布時間：2018-09-19 07:23
【摘要】：新一輪基礎教育課程改革,對中學歷史初任教師的課堂教學能力提出更高要求。努力拓展歷史教師職業(yè)空間,深化教師角色自我認同,堅定歷史傳承責任,將更有效地實現(xiàn)中學歷史教學育人目標。初任歷史教師課堂教學能力深切影響課堂教學效果,提高中學歷史初任教師的課堂教學能力,對提高歷史學科教學水平,提高歷史專業(yè)師資業(yè)務能力,加深課堂歷史文化認知及身份認同,塑造全球話語環(huán)境中的“中國人”意識,有著關鍵作用。任教最初幾年,是從學生向教師角色轉變,教師理論與實踐磨合階段,也是體驗職業(yè)責任,感知角色功能的重要階段。該階段行為與認知會對教師職業(yè)生涯產生重要影響。對于初任教師來說,一方面專業(yè)素養(yǎng)與課堂技能有所欠缺,另一方面在心理上感受到來自學校、家長與學生等的工作壓力,同時初任教師在課堂中存在著較多無效且不盡合理科學的教學行為。論文從中學歷史初任教師這一特定角色關注入手,通過調查問卷,了解初任歷史教師課堂教學能力存在普遍問題,分析初任歷史教師出現(xiàn)問題的原因,并提出有利初任歷史教師課堂教學能力提高的有效策略。論文針對以下幾個關鍵問題進行研究。首先,中學歷史初任教師在課堂教學能力方面普遍現(xiàn)狀與問題。歷史教師在初任期缺乏相應課堂教學技巧,教學行為多無效,課堂把控能力低下,教師研究能力較弱。其次,對中學歷史初任教師存在問題進行原因分析。初任歷史教師崗前教育與課堂實踐結合較少,初任期職業(yè)角色轉換復雜,歷史專業(yè)知識與教育理論欠缺等原因造成初任歷史教師課堂教學能力水平不高。再次,初任歷史教師入職后在知識素養(yǎng)方面也須重新儲備,包括對專業(yè)知識的運用上重新調整,教師實踐性知識理論的重新積累及教師職業(yè)敏感的重新培養(yǎng)。接著,對中學歷史初任教師在提高課堂教學能力方面與角色職業(yè)空間拓展的關系進行研究。初任歷史教師對“課堂教學”場域的全新認識,及教學實踐能力從“實習”向“實戰(zhàn)”轉變,都與其在初任期角色適應問題有關。最后,從主觀動力與客觀因素兩方面探討提高中學歷史初任教師課堂教學能力的途徑。
[Abstract]:A new round of basic education curriculum reform puts forward higher requirements for the classroom teaching ability of the new history teachers in middle schools. To expand the career space of history teachers, deepen teachers' role self-identity, and strengthen the responsibility of historical inheritance will achieve the goal of educating students in history teaching in middle schools more effectively. The classroom teaching ability of the new history teacher deeply affects the classroom teaching effect, improves the classroom teaching ability of the history teacher of middle school, improves the teaching level of the history subject, and improves the professional ability of the history teacher. It plays a key role in deepening classroom historical and cultural cognition and identity and shaping the consciousness of "Chinese" in the global discourse environment. The first few years of teaching are the transition from student to teacher role, the running-in stage of teacher's theory and practice, and the important stage of experiencing professional responsibility and perceiving the function of role. This stage of behavior and cognition will have an important impact on the teacher's career. For new teachers, on the one hand, there is a lack of professional accomplishment and classroom skills, on the other hand, they feel the psychological pressure from school, parents and students, etc. At the same time, there are many ineffective and unreasonable scientific teaching behaviors in the classroom. Starting with the concern of the special role of the new history teacher in middle school, this paper, through the questionnaire, finds out that there are common problems in the classroom teaching ability of the new history teacher, and analyzes the reasons for the problems of the new history teacher. And put forward effective strategies to improve the classroom teaching ability of the new history teachers. This paper focuses on the following key issues. First of all, the current situation and problems in the classroom teaching ability of the junior middle school history teachers. The history teachers lack the corresponding classroom teaching skills in the early term, the teaching behavior is more ineffective, the classroom control ability is low, the teachers' research ability is weak. Secondly, the causes of the problems of the new teachers in middle school history are analyzed. The combination of pre-employment education and classroom practice of the new history teacher is less, the transition of career role in the initial term is complicated, and the lack of history professional knowledge and educational theory leads to the low level of classroom teaching ability of the new history teacher. Thirdly, it is necessary to re-reserve the knowledge literacy of the new history teacher, including the readjustment of the application of professional knowledge, the re-accumulation of teachers' practical knowledge theory and the re-cultivation of teachers' professional sensitivity. Then, the relationship between the improvement of classroom teaching ability and the expansion of role-career space is studied. The new understanding of the field of "classroom teaching" and the transformation of teaching practice ability from "practice" to "actual combat" are all related to the adaptation of their roles in the early term. Finally, this paper discusses the ways to improve the classroom teaching ability of the new teachers of middle school history from the aspects of subjective motivation and objective factors.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51
本文編號：2249434
[Abstract]:A new round of basic education curriculum reform puts forward higher requirements for the classroom teaching ability of the new history teachers in middle schools. To expand the career space of history teachers, deepen teachers' role self-identity, and strengthen the responsibility of historical inheritance will achieve the goal of educating students in history teaching in middle schools more effectively. The classroom teaching ability of the new history teacher deeply affects the classroom teaching effect, improves the classroom teaching ability of the history teacher of middle school, improves the teaching level of the history subject, and improves the professional ability of the history teacher. It plays a key role in deepening classroom historical and cultural cognition and identity and shaping the consciousness of "Chinese" in the global discourse environment. The first few years of teaching are the transition from student to teacher role, the running-in stage of teacher's theory and practice, and the important stage of experiencing professional responsibility and perceiving the function of role. This stage of behavior and cognition will have an important impact on the teacher's career. For new teachers, on the one hand, there is a lack of professional accomplishment and classroom skills, on the other hand, they feel the psychological pressure from school, parents and students, etc. At the same time, there are many ineffective and unreasonable scientific teaching behaviors in the classroom. Starting with the concern of the special role of the new history teacher in middle school, this paper, through the questionnaire, finds out that there are common problems in the classroom teaching ability of the new history teacher, and analyzes the reasons for the problems of the new history teacher. And put forward effective strategies to improve the classroom teaching ability of the new history teachers. This paper focuses on the following key issues. First of all, the current situation and problems in the classroom teaching ability of the junior middle school history teachers. The history teachers lack the corresponding classroom teaching skills in the early term, the teaching behavior is more ineffective, the classroom control ability is low, the teachers' research ability is weak. Secondly, the causes of the problems of the new teachers in middle school history are analyzed. The combination of pre-employment education and classroom practice of the new history teacher is less, the transition of career role in the initial term is complicated, and the lack of history professional knowledge and educational theory leads to the low level of classroom teaching ability of the new history teacher. Thirdly, it is necessary to re-reserve the knowledge literacy of the new history teacher, including the readjustment of the application of professional knowledge, the re-accumulation of teachers' practical knowledge theory and the re-cultivation of teachers' professional sensitivity. Then, the relationship between the improvement of classroom teaching ability and the expansion of role-career space is studied. The new understanding of the field of "classroom teaching" and the transformation of teaching practice ability from "practice" to "actual combat" are all related to the adaptation of their roles in the early term. Finally, this paper discusses the ways to improve the classroom teaching ability of the new teachers of middle school history from the aspects of subjective motivation and objective factors.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.51
【參考文獻】
相關期刊論文 前8條
1 孔宏偉;;新課程改革潮流中歷史學科現(xiàn)實教學的新探索[J];科教文匯(中旬刊);2011年02期
2 馬鳳芹;;新教師教學中存在的問題及改進對策[J];教育與職業(yè);2010年05期
3 林東瑩;;任務型教學淺析[J];中國科教創(chuàng)新導刊;2008年19期
4 莊可;;課堂教學能力構成的分析研究[J];沈陽教育學院學報;2006年01期
5 王剛;新老教師間的矛盾和化解對策[J];教學與管理;2003年13期
6 田愛麗;;國內外教師成為研究者研究綜述[J];師資培訓研究;2002年02期
7 申繼亮,王凱榮;論教師的教學能力[J];北京師范大學學報(人文社會科學版);2000年01期
8 R.J.斯騰伯格,J.A.霍瓦斯,高民 ,張春莉;專家型教師教學的原型觀[J];華東師范大學學報(教育科學版);1997年01期
相關碩士學位論文 前10條
1 宮賀;基于視頻案例的師范生課堂教學技能培養(yǎng)模式研究[D];沈陽師范大學;2011年
2 楊艷梅;美國新任教師教學能力培養(yǎng)研究[D];西南大學;2011年
3 隋艷鳳;文史結合法在初中歷史教學中的應用研究[D];山東師范大學;2011年
4 石曉燕;初任歷史教師的困難與對策研究[D];湖南師范大學;2014年
5 趙蘋;小學語文新入職教師角色適應的個案研究[D];首都師范大學;2007年
6 張陽;課堂教學質量評價的問題與對策研究[D];湖南師范大學;2007年
7 吳玉鋒;中學青年教師的職業(yè)適應水平及其影響因素研究[D];華中科技大學;2006年
8 陳淑娟;論新課程背景下初任歷史教師的專業(yè)發(fā)展[D];四川師范大學;2009年
9 趙宏杰;基于專業(yè)自主的教師專業(yè)發(fā)展研究[D];浙江師范大學;2009年
10 張玉;中學初任教師教學能力培養(yǎng)現(xiàn)狀研究[D];四川師范大學;2015年
，本文編號：2249434
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2249434.html
教材專著
