【摘要】：二十世紀末,質(zhì)量文化日益引起教育界的重視。從已有研究成果來看,學者們主要將視角關(guān)注在高等教育、職業(yè)教育階段。對于中學階段而言,這一領(lǐng)域的相關(guān)研究依然甚少。中學教學質(zhì)量文化的研究更是少之又少。針對我國目前中學教學中普遍存在著教學質(zhì)量不高、質(zhì)量文化意識薄弱等困境,論文以中學教學質(zhì)量文化為視角,將質(zhì)量文化理論應用于中學教學中,試圖探索中學教學質(zhì)量文化的發(fā)展之路。教學質(zhì)量文化研究為中學的發(fā)展注入了活力,能夠充分調(diào)動教師教學的積極性和主動性,激發(fā)教師的質(zhì)量責任意識,使教師自覺規(guī)范自身行為,嚴格要求自己。同時做到以學生為中心,為學生創(chuàng)造一個和諧的學習環(huán)境。從而實現(xiàn)師生的共同發(fā)展,提升中學的教學質(zhì)量。研究以調(diào)查法為主,選取河南省部分中學教師、學生進行調(diào)查分析,按照“現(xiàn)狀調(diào)查-問題分析-原因探究-解決策略”的思路展開文章的寫作。首先,對中學教學質(zhì)量文化的相關(guān)核心概念進行了界定,提出中學教學質(zhì)量文化的四個構(gòu)成要素,主要包括:物質(zhì)層教學質(zhì)量文化、制度層教學質(zhì)量文化、行為層教學質(zhì)量文化、精神層教學質(zhì)量文化。進一步闡述了中學教學質(zhì)量文化的結(jié)構(gòu)關(guān)系和功能。其次,通過問卷和訪談對中學教學質(zhì)量文化的現(xiàn)狀進行調(diào)查。結(jié)果顯示:中學教學質(zhì)量文化整體處于中等水平。但仍存在四個問題:物質(zhì)層教學質(zhì)量文化薄弱、制度層教學質(zhì)量文化不健全、行為層教學質(zhì)量文化欠缺、精神層教學質(zhì)量文化缺失。再次,找出中學教學質(zhì)量文化存在問題的原因,從外部因素和內(nèi)部因素兩個方面探討問題歸因。最后,提出中學教學質(zhì)量文化培育的路徑選擇。試從重視教學硬件層面的設(shè)施,完善物質(zhì)層教學質(zhì)量文化;健全教學規(guī)章管理制度,保障制度層教學質(zhì)量文化;塑造良好校風學風,規(guī)范行為層教學質(zhì)量文化;營造良好質(zhì)量文化氛圍,培育精神層教學質(zhì)量文化四個方面來進行具體分析。研究對于中學教學質(zhì)量和人才培養(yǎng)質(zhì)量的提升無疑具有一定的理論和實踐意義。
[Abstract]:At the end of the 20th century, quality culture has attracted more and more attention in the field of education. From the existing research results, scholars mainly focus on higher education, vocational education stage. For the secondary school stage, there is still little research in this field. The research on teaching quality culture in middle school is even less. In view of the difficulties existing in middle school teaching in our country, such as low teaching quality and weak consciousness of quality culture, this paper applies the theory of quality culture to middle school teaching from the perspective of middle school teaching quality culture, and tries to explore the development of middle school teaching quality culture. The research of teaching quality culture has injected vitality into the development of middle school, which can fully arouse the enthusiasm and initiative of teachers' teaching, stimulate teachers' consciousness of quality responsibility, make teachers consciously standardize their own behavior and strictly require themselves. At the same time to achieve student-centered, for students to create a harmonious learning environment. So as to realize the common development of teachers and students and improve the teaching quality of middle school. Based on the investigation method, some middle school teachers and students in Henan Province are selected for investigation and analysis, and the writing of the article is carried out according to the train of thought of "present situation investigation, problem analysis, cause inquiry and solution strategy". First of all, this paper defines the related core concepts of teaching quality culture in middle school, and puts forward four elements of teaching quality culture in middle school, including: material teaching quality culture, institutional teaching quality culture, behavior teaching quality culture and spiritual teaching quality culture. This paper further expounds the structure, relationship and function of teaching quality culture in middle school. Secondly, through questionnaires and interviews to investigate the current situation of teaching quality culture in middle schools. The results show that the teaching quality culture of middle school is in the middle level as a whole. However, there are still four problems: the material teaching quality culture is weak, the institutional teaching quality culture is not perfect, the behavior level teaching quality culture is lack, and the spiritual teaching quality culture is lack. Thirdly, it finds out the causes of the problems in the teaching quality culture of middle school, and probes into the attributions of the problems from two aspects: external factors and internal factors. Finally, the paper puts forward the path choice of cultivating teaching quality culture in middle school. This paper tries to make a concrete analysis from four aspects: attaching importance to the facilities at the level of teaching hardware, perfecting the teaching quality culture at the material level, perfecting the management system of teaching rules and regulations, ensuring the teaching quality culture at the system level, shaping a good style of study, standardizing the teaching quality culture at the behavior level, creating a good quality cultural atmosphere, and cultivating the teaching quality culture at the spiritual level. The research has certain theoretical and practical significance for the improvement of teaching quality and talent training quality in middle school.
【學位授予單位】：湖南科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.0

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