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学科教育课程案例教学模式研究 ——以《语文教学设计与实施》课程为例

【作者】 孙玉红

【导师】 李广;

【作者基本信息】 东北师范大学, 课程与教学论, 2019, 博士

【副题名】以《语文教学设计与实施》课程为例

【摘要】 高师院校学科教育课程案例教学是一个不断升温的话题,案例教学作为经验型、案例型、创新型的教学方式,能给课堂教学带来全新转变,符合卓越教师培养的战略。作为教师教育师资培养的高校和专业担当着未来教师培养使命,尤其本科教育质量提升是重中之重。教育部发文指出“本科教育是提高高等教育质量的最重要基础。……人才培养是本,本科教育是根。建设高等教育强国必须坚持‘以本为本’,加快建设高水平本科教育”。(1)高师院校本科教育质量提升,重点就是培养高水平教师。课程教学改革的大背景下,学科教育课程作为教师教育专业人才培养的交叉性学科,专业性要求和师范性呈现相辅相成,学理积淀和经验实践互相“嵌入”,才能达到培养高素质、专业化、创新型教师的要求。论文采用个案分析方法,以《语文教学设计与实施》这门课为例,对学科教育课程案例教学模式进行归纳和解析。研究者以课堂实习教师身份进入部属师范大学、地方师范学院、地方综合性大学的语文学科教育课程的课堂,进行总计六个月的调研与观察,通过与执教教师深入接触,与学生的直接交流,站在课堂之内去感受案例教学的具体实践。同时,作为研究者也要站在课堂之外,对案例教学实践、调研和搜集资料进行分析,提炼和归纳,形成对学科教育课程案例教学模式具体剖析和理性认知。论文由引论和正文构成。引论对研究背景、研究问题、研究意义、研究框架进行介绍和说明。正文部分由八章构成,依照逻辑关系大致分为五部分:第一、二章主要对案例教学及研究现状进行分析;第三章以《语文教学设计与实施》课为例设计研究思路,开始具体课程的描述。第四、五章是对语文学科教育课程案例教学模式的理性解析和课例分析。第六章是案例教学实践拓展,研究案例教学的丰富存在样态。第七章是学科教育课程案例教学优化策略与反思展望。第一,论文开篇部分是对案例教学进行追溯和本质分析。文献综述部分追溯案例教学的源头,苏格拉底“产婆术”、孔子“举一反三”教学思想的铺垫,舒尔曼最早将案例教学应用于师范教育,案例教学在与传统教学方式的博弈中逐渐勃兴。案例教学具有情境性、开放性、工具性等本质特征,是一场教育思想深度变革,有建构主义、对话教学、交往教学理论作支撑,将发挥教学价值和教育价值。第二,论文分析学科教育课程现状,发现问题,进而以一门课《语文教学设计与实施》为个案课程,进行案例教学研究设计。教育理论和实践连接不畅、课程垂直衔接和平行衔接不充分等问题急需解决,语文学科教育课程运用案例教学解决了部分问题,从研究角度进行设计和呈现这一课程的案例教学与实施。第三,论文在调研、访谈、观察基础上,提炼并剖析语文学科教育课程“研读——预设——对话——实践”案例教学模式。从形成历程、目标定位、指导思想、流程环节、保障条件、价值追求几个方面解析“四位一体”的案例教学模式。随即在第六章用三个具体课例阐释了案例教学模式的课堂应用,并对应用效果进行了数据调研和具体分析。数据表明案例教学在教学目标达成、师生参与、教学内容理解、教学环境配置等七个方面学生好评率均较高。第四,论文不止于课堂案例教学研究,还对三所学校学科教育课程案例教学在理论和实践中拓展应用进行了追踪调研。发现,案例教学从课上到课下、从校内到校外、从案例观摩学习到案例创造学习,有突破性实践,值得借鉴。这也吻合了国家倡导学校、政府、中小学等相关部门联合培养卓越教师的政策。第五,论文的最后概括学科教育课程案例教学策略,并进行反思和展望。教学场域开放,教育主体扩大,教育课程横、纵衔接,增加真实情境体验,在开发案例、应用案例、研究案例过程中寻求系列化发展。目前,学科教育课程案例教学问题固然存在,但是应用和研究前景广阔。综上,学科教育课程案例教学适应教学变革和教育人才培养要求,根据学生实际、学校内部机制和外在环境的不同,探索适合学科教育课程的案例教学模式,仍然有很大现实空间。案例教学情境开放、场域打开等很多问题都值得进一步研究。

【Abstract】 Case teaching is an increasingly popular topic based on subject education curriculum in normal colleges.As an experience-based,case-based,and innovative teaching method,it can bring new changes to classroom teaching and adapt itself to the plan of excellent teacher training.It’s essential that the quality improvement of undergraduate education should be on the top priority.The Ministry of Education once issued a document stating that "undergraduate education is the most important basis for improving the quality of higher education.Talent training is the foundation,and undergraduate education is the root.Building a higher education power must emphasize on ‘improving undergraduate education’ and accelerate the construction of high-level undergraduate education." The importance of the promotion of undergraduate education quality is to cultivate high-leveled teachers.Under the background of curriculum reform,the subject education curriculum is a cross-disciplinary discipline for the training of teachers’ education professionals.The professional requirements and the teacher-oriented presentations complement each other.The academic accumulation is “embedded” with experience and practice to achieve high quality and professionalism.This paper,taking the course of "Chinese Teaching Design and Implementation" as an example,takes the case analysis to summarize and analyze the case teaching mode.As a classroom internship teacher,the researcher entered the classes in many places,such as the subordinate normal university,the local teacher’s college,and the local comprehensive university,and conducted a total of 6 months of research and observation,which provide the deep communication with teachers and direct contact with students in order that the researcher can experience the specific practice of case teaching outside of the classroom.Moreover,the researcher should also make rational analysis on case teaching practice,research and study,and collect materials,and then abstract and formulate them,following with a specific analysis and rational cognition.The thesis consists of an introduction and a body.The introduction introduces and explains th e research background,research issues,research significance and research framework.The bo dy part is composed of eight chapters,which are roughly divided into five parts according to t he logical relationship: the first and second chapters mainly analyze the case teaching and rese arch status;the third chapters summarize the current situation and problems of the subject ed ucation curriculum,with The Design and Implementation of the Chinese Teaching course as a n example.The andfifth are the rational analysis and case analysis of the case teaching mode of the Chinese subject education curriculum.The sixth chapter is the expansion of case teac hing practice,and the study of case teaching has the appearance of extracurricular.The eventhchapters are the summary and optimization,reflection and prospect of the case teaching strate gy of the subject education curriculum.First,the opening part of the thesis is a retrospective and essential analysis of case teaching.The literature review traces the source of case teaching,the foundation of Socrates’ "Maternity" and Confucius’ s "learn by analogy" teaching thought.Schulman first applied case teaching to the teacher education,and case teaching was gradually developed in the competition with traditional teaching methods.The case teaching has the essential characteristics of situationality,openness and instrumentality.It is a profound change of educational thought,which is supported by constructivism,dialogue teaching and communication teaching theory,and will play the teaching value and educational value.Secondly,the thesis analyzes the current situation of the subject education curriculum,finds the problem,and then takes the course "Chinese Language Teaching Design and Implementation" as a case study to carry out case study research design.The problems of poor connection between educational theory and practice,inadequate vertical connection and parallel connection are urgently needed to be solved.The case teaching of Chinese subject education solves parts of problems,designs,and presents the case teaching and implementation from the perspective of research.Thirdly,on the basis of investigation,interview and observation,the thesis refines and analyzes the case teaching mode of the “Learning Text – Presupposition Teaching – Dialogue Case – Practice Reflection” in the Chinese subject education curriculum.The "four-in-one" case teaching mode is analyzed from the aspects of formation process,goal orientation,guiding ideology,process link,guarantee condition and value pursuit.In the sixth chapter,the classroom application of the case teaching mode was explained with three specific examples,and the data research and specific analysis were carried out.The data shows that the case teaching has high praise rate in the seven aspects of teaching goal achievement,teacher and student participation,teaching content understanding and teaching environment configuration.Fourth,the thesis not only discusses the case classroom teaching,but also conducts follow-up research on the application of the three schools’ subject education curriculum cases in theory and practice.It is found that case teaching from the class to the class,from the school to the outside,from the case study to the case creation learning,has a breakthrough practice,which is worth learning.This is also in line with the state’s policy of advocating for the joint training of “excellent teachers” by schools,governments,primary and secondary schools and other relevant departments.Fifth,the paper concludes with a summary of the case teaching strategies of the subject education curriculum,and reflects and looks forward to it.The teaching field is open,the main body of education is expanded,the educational curriculum is connected horizontally and vertically,and the real situation experience is increased.In the process of developing cases,applying cases and researching cases,serial development is sought.At present,the case teaching of subject education curriculum still contains some problems,but the application and research prospects are broad.In summary,the case teaching of subject education curriculum adapts itself to the teaching reform and the training requirements of educational talents.According to the actual situation of students,the internal mechanism of the school and the external environment,it is still realistic to explore the case teaching mode suitable for teaching courses.Many problems such as the open situation of the case teaching and the opening of the field are worthy of further study.

  • 【网络出版投稿人】 东北师范大学
  • 【分类号】G633.3;G652.4
  • 【被引频次】4
  • 【下载频次】2313
  • 攻读期成果
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