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非师范专业背景小学初任教师教学能力提升路径研究 ——基于唐山市的调查

【作者】 史杰

【导师】 赵彦俊;

【作者基本信息】 渤海大学, 教育学原理, 2019, 硕士

【副题名】基于唐山市的调查

【摘要】 随着国家中小学教师资格统一考试的实行,越来越多的非师范专业毕业生通过考试获取资格证书,进入教师队伍。然而由于这部分教师没有经历过系统的教育学理论学习和教学实习,其教学能力现状受到学校、家长和教育部门等社会各界的普遍关注:非师范专业初任教师的教学能力存在哪些问题,在哪些方面需要改进?其教学能力又该如何提升?基于此,开展非师范专业背景小学初任教师教学能力的提升研究十分必要。本研究主要对唐山市入职三年内的非师范专业背景小学初任教师开展研究,主要采用了问卷调查法,观察法和访谈法来整体把握教师在教学设计、教学实施、教学评价、教学反思四个维度能力方面存在的问题。一是选取唐山市多所小学的非师范与师范专业初任教师共99名组成问卷调查样本;其次选取了具有代表性的两类教师共6名进行课堂观察;同时对小学学校领导、教师招聘人员以及骨干教师和优秀教师进行了访谈。通过调查结果发现,大多非师范专业背景小学初任教师对教学的基本程序、基本知识、能力结构不明确,相比师范专业初任教师的教学能力存在更严重的问题。具体体现为教学设计中对教学重难点把握较差、教学内容加工处理能力欠缺;在教学实施中板书不规范、课堂导入生硬、教学各环节时间处理不当;教学评价的方法和评价用语单一;教学反思的内容不明确等问题。最后,基于本调查的实际结果,本研究从教师个人、学校以及教育部门三方面分析问题产生的原因,并尝试从这三方探寻提升教学能力的路径。非师范专业背景小学初任教师相较师范背景初任教师有其独特性,其教学能力的提升路径必然要符合非师范专业背景小学初任教师的个性特点。本研究提倡借鉴国外的个别教师评价体系,为非师范专业背景小学初任教师建立区分性的教师评价体系,并通过有差别的教师培训弥补非师范专业小学初任教师存在的短板。希望本研究能够丰富非师范专业背景初任教师教学能力的相关研究成果,为非师范专业背景小学初任教师教学能力的提升提供些许建议,能为非师范专业背景小学初任教师的专业发展尽微薄之力。

【Abstract】 With the implementation of the national unified examination for teachers’ qualifications in primary and secondary schools,more and more non-normal college graduates obtain qualification certificates through the examination and enter the ranks of teachers.However,since this part of teachers have not experienced systematic pedagogical theory learning and teaching practice,the current situation of their teaching ability has been widely concerned by schools,parents and education departments from all walks of life: what problems exist in the teaching ability of new teachers in non-normal major and what aspects need to be improved?How to improve their teaching ability? Based on this,it is necessary to carry out research on the improvement of teaching ability of junior teachers in primary schools with non-teacher education background.In this study,the primary school teachers with non-normal professional background in tangshan city within three years after starting work were mainly studied.Questionnaire survey,observation method and interview method were mainly adopted to comprehensively grasp the problems of teachers’ abilities in the four dimensions of teaching design,teaching implementation,teaching evaluation and teaching reflection.First,a total of 99 newly appointed teachers of non-normal and normal majors in many primary schools in tangshan were selected to form the questionnaire sample.Secondly,a total of 6 teachers of two representative types were selected for classroom observation.At the same time,primary school leaders,teacher recruiters,key teachers and excellent teachers were interviewed.Through the investigation,it is found that the teaching ability of primary school teachers with non-normal professional background is more serious than that of teachers with normal professional background.The main performance is in the teaching design to the teaching key difficult point grasps is poor,the teaching content processing processing ability is deficient;In the implementation of teaching according to the book,classroom teaching time handling improper;Teaching evaluation method and evaluation language are single;The content of teaching reflection is not clear and so on.Finally,based on the actual results of this survey,this study analyzes the causes of the problems from the three aspects of teachers,schools and education departments,and tries to explore ways to improve teaching ability from the three aspects.Compared with teachers with normal professional background,primary school teachers with non-normal professional background have their own uniqueness,and the improvement of their teaching ability must conform to the personality characteristics of primary school teachers with non-normal professional background.This study advocates learning from foreign individual teacher evaluation systems,establishing a differentiated teacher evaluation system for primary school beginning teachers with non-normal professional background,and making up for the shortcomings of primary school beginning teachers with non-normal professional background through differentiated teacher training.It is hoped that this study can enrich relevant research results of teaching ability of primary school teachers with non-normal professional background,provide some Suggestions for the improvement of teaching ability of primary school teachers with non-normal professional background,and make a modest contribution to the professional development of primary school teachers with non-normal professional background.

  • 【网络出版投稿人】 渤海大学
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