教师课堂教学行为与教学智慧的相关性研究

—— 以语文教师为例
The Study on the Correlation of Classroom Teaching Behavior and Teaching Wisdom

作者: 专业:课程与教学论 导师:李福灼 年度:2010 学位:硕士  院校: 广西师范学院

Keywords

Chinese teachers, Classroom Teaching Behavior, Teaching Wisdom, Correlation, Generating

        教师是课程改革的具体实施者,是课堂教学中的主要组织者,每一次课程改革都透射出教师教学智慧。课堂教学实践证明,教师教学智慧一直存在于课堂教学中,只是过去人们对此有所忽视。随着新课程改革的推进和深入,新课改在教学理念、教学目标、教学模式、教学方法等方面对教师提出了全新的要求。要顺利推进课程改革和实现课堂教学目标,必然要求教师具有较高的教学智慧。教学智慧使教师在面对复杂多变的课堂教学情境时,能够机智、灵活地处理和应对课堂中的突发状况,可以促使教师反思自己的课堂教学行为,从而不断改善和优化其课堂教学行为。为此,本论文结合教师课堂教学行为研究教学智慧,力图通过教师课堂教学行为和教学智慧的相关性研究,促使教师生成教学智慧,以此提高课堂教学质量,促进教师专业发展。本论文首先从理论层面上分析教师课堂教学行为和教学智慧的相关概念、特点及分类,并探讨教师课堂教学行为与教学智慧之间的关系;其次,通过对湖北省鄂州市部分中学语文教师的调查和访谈,结合教育统计方法中的相关分析和方差分析,探讨教师课堂教学行为和教学智慧的相关性;最后,通过建构教师教学智慧生成结构和分析教师教学智慧的生成过程,探究教学智慧的生成机制及促进教师成为智慧型教师的策略。
    Teachers are not only the implementers of curriculum reform, but also the main organizers of classroom teaching. Every curriculum reform reflects their teaching wisdom. As the application proves, teachers’teaching wisdom has always existed in the classroom teaching, which was neglected before. With the new curriculum reform developing further and deeper, new demands are made for teachers in the areas like teaching philosophy, teaching objectives, teaching modes and teaching methods. In order to conduct the curriculum reform and achieve the classroom teaching goals, teachers are required to have more teaching wisdom, which helps them handle and respond to emergent situations in the classroom intelligently and flexibly, and urge them to reflect on their classroom teaching behavior so as to improve and optimize their performance. Therefore, this paper studies the correlation of classroom teaching behavior and teaching wisdom, aiming at encouraging teachers to build teaching wisdom and improving their classroom teaching quality, which promotes the teaching professionalism at the same time.In the first place, this paper analyzes the related conceptions, characteristics and categories about the classroom teaching behavior and teaching wisdom, and explores their relationships. Then, their correlation is studied using the relevant statistical methods based on the research and interviews of the Chinese teachers from some mid-schools in E’zhou city, Hubei province. Finally, it constructs the structure of building teaching wisdom and analyzes the building process, in order to explore the building mechanism and the related strategies on turning teachers into wise teachers.
        

教师课堂教学行为与教学智慧的相关性研究

摘要4-5
ABSTRACT5-6
绪论8-21
    一、问题的提出8-10
    二、研究综述10-18
    三、研究内容18
    四、研究思路及研究方法18-19
    五、研究意义19-21
第一章 教师课堂教学行为与教学智慧的理论研究21-35
    第一节 教师课堂教学行为概述21-25
    第二节 教学智慧概述概述25-33
    第三节 教师课堂教学行为与教学智慧的关系33-35
第二章 教师课堂教学行为与教学智慧的相关性实证研究35-45
    第一节 教师课堂教学行为的影响因素研究36-39
    第二节 教学智慧的影响因素研究39-42
    第三节 教师课堂教学行为与教学智慧的相关性研究42
    第四节 讨论与分析42-45
第三章 教师教学智慧的生成机制研究45-56
    第一节 建构教师教学智慧的生成结构45-49
    第二节 教师教学智慧的生成过程49-51
    第三节 教师教学智慧的生成策略51-56
结语56-57
参考文献57-60
附录160-63
附录263-64
后记64
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