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教学赛课对优秀教师的职业自我理解的影响 ——重庆市第十届小学语文青年教师优质课竞赛活动多重案例分析

【作者】 李达宁(Dani Surya Lee)

【导师】 于泽元;

【作者基本信息】 西南大学, Curriculum and Instruction, 2019, 博士

【副题名】重庆市第十届小学语文青年教师优质课竞赛活动多重案例分析

【摘要】 重庆市第十届小学语文青年教师优质课竞赛活动是一项与众不同的教学竞赛。它是中国的竞争性的公开课的真实形式。它让来自重庆市各地的优秀青年小学语文教师在多层次的选拔过程中进行竞争,寻找最佳的教师、研究团队、教学计划和教学方法。这项竞赛促进了研究,以发现教育理念和实践的前沿,同时为参与竞赛的教师提供了交流思想和建立职业关系的机会。本研究探讨赛课的技术层面,以及在赛课中发现的情绪因素之间的关系。然而,本研究的核心是教师专业自我理解的概念,以及Kelchtermans(2009)提出的自我形象、自尊、工作动机、任务感知和未来视角五个要素。通过对现场比赛的一系列观察、对12名比赛参赛者的采访以及重庆市教育科学研究院的2名教学研究人员的采访,本研究进行了一项扎根理论定性研究,目的是:了解学员在比赛中的历程,探讨教学竞赛对学员作为教育工作者的自我理解的影响,并提出一项理论基础关于如何赛课影响参加者的职业自我理解。在竞赛中,参赛者暴露在与表现相关和组织相关的压力之下,不可避免地导致各种压力情境、冲突和负面情绪。面对这一过程中的情绪动荡,他们不得不经常使用各种情绪调节策略,如情境调整、注意力部署、认知改变,甚至在没有时间进行深度动作时进行反应调节。在处理各种压力和消极因素的过程中,参赛者进行了自我反思。负面情绪被监控、定位和重组,并且它们促进了参赛者努力提供最佳表现。在比赛过程中,参赛者经历并接受了消极和积极的经验和影响。消极的问题包括参赛者必须承受的生理和心理负担。此外,在某种程度上,他们所照顾的学生被忽视了。积极因素包括参赛者及其团队在这一过程中经历的实际增长和专业发展。整个过程也鼓励参赛者进一步追求专业发展,并在他们之间建立建设性的关系。最后,尽管消极的问题很严重,但大多数参赛者都认为,他们的专业发展被积极因素夸大了。通过这项研究,本人发现赛课通过让参赛者接触到赛课中的因素、触发情感思维过程、促进自我反思的发生,从而直接或间接地影响到自我理解的所有五个要素,从而影响了参赛者作为教育者的自我理解。自我形象会受到竞赛结果(第一名或第二名)和其他与教学竞赛有关的因素的影响,如同龄人和队友之间的关系、研磨过程、障碍(是否能够克服)以及获得赛课结果的影响而发生正变或负变。当参赛者在很长一段时间内建立了一个更坚实的职业形象时,自我形象也可以保持不变。自尊也会经历积极的变化或消极的变化,主要受一等奖或二等奖的影响,这将分别产生积极或消极的影响。但是,如果参赛者没有压力或很少压力在比赛中赢得一等奖,这将保持不变。任务感知将经历成长,并澄清所拥有的专业性方面和所需的专业性方面,这促进了教师专业性方面的持续发展。实现一定程度的任务感知将促使参赛者反思未来的利益(在实现可以获得的进一步发展之后)或未来的后果(在认识到自己的缺点之后),并创造一个未来可以实现的目标。研究发现,工作动机只经历了积极的变化,因为实现这些未来目标的希望将推动参赛者的工作动机。它主要受到来自自我形象、自尊、任务感知和未来视角元素的影响——其他已经受到赛课因素影响的自我理解元素。最后,未来的视角将经历重新确认(确认当前形势为未来目标)或灵感(对影响未来目标的新事物的认识),受赛课因素以及其他改变的自我理解因素(自我形象、自尊和任务感知),尽管重申主要受到前者的影响和后者的启发。未来观的两种影响都会改变他们如何看待自己,以及他们希望自己在现在和未来如何被他人看到,从而创造出一种未来的自我形象。通过探索参与赛课的经验,理解情绪调节策略的影响,自我反思的作用以及赛课如何影响参加者的职业自我理解,我得出结论:自我反思是教师专业自我理解的动力核心。

【Abstract】 Chongqing’s Tenth Primary School Young Chinese Teachers Quality Class Competition was a teaching competition unlike anything else.It is a real-live form of China’s competitive Open Class system.It puts the best young primary school Chinese teachers from all over Chongqing Municipal to compete in a multi-level selection process to find the best teachers,research teams,lesson plans and teaching methods.This competition aimed to find the forefront of educational philosophy and practice while providing teachers who engage in the competition the chance to exchange ideas and establish professional relationships.This study researched the technical aspects of the competition as well as the relationships among emotional elements found in the competition.However,the core of the research is the concept of teacher professional self-understanding and its five elements of self-image,selfesteem,job-motivation,task perception and future perspective proposed by Kelchtermans(2009: 261-263).Through a series of observation of the live competition,interviews with twelve participants of the competition and two Teaching Research Officers from the Chongqing Institute of Education,this study conducted a qualitative research in order to understand the participants’ journey in the competition,to explore the influence of the teaching competition on the participants’ self-understanding as educators,and to propose a grounded theory on how the competition influence the participants’ professional self-understanding.In the competition,participants were exposed to performance-related and organizationalrelated stressors which inevitably resulted in various stressful situations,conflicts and negative emotions.Facing the emotional turmoil in the process,they had to frequently use various emotion regulation strategies such as situation modification,attentional deployment,cognitive change,and even response modulation when there was no time to conduct deep acting.The process of dealing with various pressures and negative factors had led the participants to conduct self-reflection.The negative emotions were monitored,targeted and restructured,and they boosted the participants’ efforts to give the best performance.During the process of the competition,participants underwent and received both negative and positive experience and effects.Negative issues included the physical and mental burden that the participants had to go through and,to some degree,the students under their care were neglected.Positive ones included the actual growth and professional development the participants and their teams experienced during the process.The whole process also encouraged participants to pursue professional development even further and to establish a constructive relationship between them.In the end,though the negative issues were severe,most participants agreed that they were overweighed by the positive factors which had promoted their professional development.Through this study,I have discovered that the teaching competition affected its participants’ self-understanding as educators by exposing the participants to factors in the competition,triggering emotional thought processes and facilitating self-reflection to occur,and therefore directly or indirectly influencing all five elements of self-understanding.Self-image would experience positive changes or negative changes influenced by the results of the competition(1st place winner or 2nd place winner)and other factors related the teaching competition such as the relationship among peers and teammates,the grinding process,the obstacles(able to be overcome or not),and the impact of obtaining the result.Self-image could also stay constant when the participants had established a more solid self-image created by doing the occupation for a long period of time.Self-esteem would also experience positive changes or negative changes influenced majorly by winning 1st prize or getting 2nd prize,which would have a positive or negative influence,respectively.It could stay constant,however,if the participant had no or minimum pressure to actually win 1st prize in the competition.Task perception would experience growth,as well as clarifications of professionalism aspects owned and professionalism aspects required(knowledge of the aspects they already had even before the competition and the aspects they still needed to pursue),which promoted the teacher professionalism aspect of continuous development.Realization of a certain level of task perception would trigger participants to reflect on future benefits(upon the realization of a further development that can be obtained)or future consequences(upon realizing their own shortcomings)and to create an achievable goal which is obtainable in the future.Job motivation was found only to have experienced positive changes as the hope of the actualization of these futuristic goals would boost the participants’ job motivation.It mostly received influence from the self-image,self-esteem,task perception,and future perspective elements – other elements of self-understanding that were already been influenced by factors in the competition.Finally,future perspective would experience reaffirmation(the confirmation of the present situation as the future objective)or inspiration(the awareness of something new which influences the future objective),influenced by factors of the competition as well as from the other influenced elements of self-understanding(self-image,self-esteem and task perception),though reaffirmation mostly receives influence from the former and inspiration from the latter.Both influences in future perspective could change how they see themselves in the present and how they want themselves to be seen by others in the present and in the future,creating a type of future self-image.By exploring the experience of participating in the teaching competition and,comprehending the effect of emotion regulation strategies,the role of self-reflection and how the competition affected its participants’ self-understanding as educators,I concluded that: Selfreflection is the dynamic core of teachers’ professional self-understanding.

  • 【网络出版投稿人】 西南大学
  • 【分类号】G443
  • 【被引频次】2
  • 【下载频次】282
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