【摘要】：高素質(zhì)教師的培養(yǎng)早在20世紀(jì)80年代已被全世界提升到了國(guó)家綜合國(guó)力的戰(zhàn)略地位。同樣在我國(guó),素質(zhì)教育的推行與基礎(chǔ)教育課程改革必然要求與之相匹配的高素質(zhì)的教師隊(duì)伍。雖然我國(guó)對(duì)中小學(xué)教師采取了一系列的培訓(xùn)工作,但是由于培訓(xùn)內(nèi)容單一、培訓(xùn)方式機(jī)械、培養(yǎng)目標(biāo)片面,從而導(dǎo)致了培訓(xùn)的實(shí)際效果大大減弱,也就是說(shuō)教師的專(zhuān)業(yè)培訓(xùn)對(duì)促進(jìn)教師專(zhuān)業(yè)發(fā)展的理想目標(biāo)與實(shí)際效果相差甚遠(yuǎn)。反思性教學(xué)是教師以科學(xué)的教育教學(xué)理論武裝自己的頭腦,在教育教學(xué)實(shí)踐中進(jìn)行理智的思考、批判的思維,不斷否定自己、重建自己的教學(xué)實(shí)踐,在反思性教學(xué)實(shí)踐中樂(lè)于適應(yīng)改變了的環(huán)境,同時(shí)改變發(fā)展自我。于是人們開(kāi)始意識(shí)到了反思性教學(xué)對(duì)促進(jìn)教師專(zhuān)業(yè)發(fā)展的重要作用。本研究的主要內(nèi)容有兩個(gè):一是反思性教學(xué)在促進(jìn)教師專(zhuān)業(yè)發(fā)展中有哪些重要作用;二是反思性教學(xué)存在的問(wèn)題、原因與解決對(duì)策。在時(shí)代變更與教育改革的大形勢(shì)下,綜合自己的教學(xué)實(shí)踐與感悟,通過(guò)查閱大量文獻(xiàn)資料提出了該問(wèn)題。進(jìn)而通過(guò)文獻(xiàn)研究法厘清該問(wèn)題的研究現(xiàn)狀以及研究趨勢(shì),并對(duì)“反思性教學(xué)”與“教師專(zhuān)業(yè)發(fā)展”作出概念界定(緒論)。對(duì)“反思性教學(xué)促進(jìn)教師專(zhuān)業(yè)發(fā)展的重要作用”在第一章做了理論層面的分析,并在第二章對(duì)其做了實(shí)踐層面的分析。在教學(xué)實(shí)踐中,通過(guò)觀察教師課堂、課后交流、收集并分析一位高中教師的教學(xué)案例、教學(xué)反思記錄與學(xué)生的反思作業(yè)等,同時(shí)結(jié)合自己所學(xué)的教育教學(xué)相關(guān)理論與多年教學(xué)的心得體會(huì),逐漸挖掘出了反思性教學(xué)目前存在的問(wèn)題以及問(wèn)題形成的原因(第三章)。在分析這些因素在哪些方面阻礙了教師的專(zhuān)業(yè)發(fā)展時(shí),嘗試著提出了解決對(duì)策與建議(第四章)。
[Abstract]:The cultivation of high-quality teachers has been promoted to the strategic position of national comprehensive national strength all over the world as early as 1980's. In our country, the implementation of quality education and the reform of basic education curriculum must require high quality teachers. Although our country has adopted a series of training work for primary and secondary school teachers, but because the training content is single, the training mode is mechanical and the training goal is one-sided, the actual effect of the training has been greatly weakened. That is to say, the teacher's professional training is far from practical effect in promoting the teacher's professional development. Reflective teaching is that teachers arm their minds with scientific educational and teaching theories, think rationally, think critically, constantly deny themselves, and rebuild their own teaching practices in the practice of education and teaching. In reflective teaching practice, willing to adapt to the changed environment, while changing the development of self. So people began to realize that reflective teaching plays an important role in promoting teachers' professional development. The main contents of this study are as follows: first, what is the important role of reflective teaching in promoting teachers' professional development; second, the problems, causes and solutions of reflective teaching. Under the situation of times change and educational reform, this paper puts forward this problem by consulting a lot of literature. Then it clarifies the present situation and research trend of this problem through literature research, and defines the concepts of "reflective teaching" and "teacher professional development" (introduction). This paper makes a theoretical analysis on the important role of reflective teaching in promoting teachers' professional development in the first chapter and a practical analysis on it in the second chapter. In the teaching practice, by observing the teacher's classroom, exchanging after class, collecting and analyzing a high school teacher's teaching case, teaching reflection record and students' reflective homework, etc. At the same time, combining the relevant theories of education and teaching and the experience of teaching for many years, the author gradually excavates the existing problems of reflective teaching and the reasons for the formation of the problems (Chapter three). In the analysis of the factors which hinder the professional development of teachers, try to put forward solutions and suggestions (Chapter IV).
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G635.1

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