發(fā)布時(shí)間：2018-05-23 13:41

  本文選題：課例研究 + 中學(xué)化學(xué)教師��； 參考：《廣西師范大學(xué)》2015年碩士論文

【摘要】：教師是教育實(shí)踐和改革的直接承擔(dān)者,隨著化學(xué)新課程改革的深入,新的教育理念、教師觀、學(xué)生觀等各方面思想的轉(zhuǎn)變都要求教師不斷的尋求進(jìn)步與發(fā)展,教師成為新一輪課程改革成敗的關(guān)鍵。近年來,在職教師的培訓(xùn)問題越來越受到重視,教師接受式的“被培訓(xùn)”不利于教師專業(yè)的形成和發(fā)展,教師內(nèi)驅(qū)式自主發(fā)展的需求才真正體現(xiàn)了教師的主體地位,教師可以充分發(fā)揮自己的主動性和創(chuàng)造性,使自身在教育教學(xué)中取得更大的進(jìn)步。課例研究在教師培訓(xùn)中是一種有效的教師專業(yè)自主發(fā)展模式,它以實(shí)際教學(xué)的“課例”作為研究對象開展研究,探討和解決教育教學(xué)當(dāng)中遇到的困難與問題,在理論與實(shí)踐中建立起一座橋梁。為了解參訓(xùn)教師專業(yè)自主發(fā)展的意愿與態(tài)度,了解參訓(xùn)教師在課例研究過程中遇到的困難,了解參訓(xùn)教師經(jīng)歷課例研究后在哪些具體方面促進(jìn)教師專業(yè)自主發(fā)展,或在哪些環(huán)節(jié)收獲最大等,基于此,本論文選擇了“課例研究對中學(xué)化學(xué)教師專業(yè)自主發(fā)展的影響”作為研究課題。通過課例研究實(shí)現(xiàn)教師專業(yè)自主成長,對于中學(xué)化學(xué)教師個(gè)體的發(fā)展具有迫切性和重要性。研究者在廣西某市某教師專項(xiàng)培訓(xùn)中共同與參訓(xùn)教師開展研修活動。通過文獻(xiàn)分析法搜集、整理相關(guān)研究,在綜述的基礎(chǔ)上,對“課例研究”和“教師專業(yè)自主發(fā)展”的涵義進(jìn)行界定與厘清,并與相關(guān)的概念進(jìn)行區(qū)分,借此確定課例研究的操作模式。通過課例研究對個(gè)案進(jìn)行記錄、分析與解讀,探討在實(shí)際的課例研究過程中常遇到的問題與困難。通過問卷調(diào)查與訪談等方法,了解參訓(xùn)教師專業(yè)自主發(fā)展的意愿與態(tài)度,并具體分析課例研究在哪些方面促進(jìn)了教師成長。研究表明,經(jīng)歷了課例研究,參訓(xùn)教師整體素質(zhì)得到了提高。課例研究激活了教師專業(yè)自主發(fā)展的潛意識,端正了教師進(jìn)行課例研究的態(tài)度,教師的科研意識、科研能力、教學(xué)觀念、實(shí)踐與反思能力、合作意識等方面都得到了提高,他們從不認(rèn)識到熟悉逐漸認(rèn)識了課例研究的過程與方法,形成了自己的實(shí)踐智慧。因此,課例研究是一種促進(jìn)教師專業(yè)自主發(fā)展的好途徑。研究者針對課例研究實(shí)施過程中常遇到的問題提出淺薄建議：(1)完善培訓(xùn)制度,進(jìn)行科學(xué)管理；(2)制定詳細(xì)計(jì)劃,在實(shí)踐中促進(jìn)教師專業(yè)自主發(fā)展;(3)努力提升教師教育科研素養(yǎng)；(4)以學(xué)校常態(tài)課為基礎(chǔ),成立學(xué)科課例研究室；(5)在教學(xué)反思中發(fā)展。
[Abstract]:Teachers are the direct bearers of educational practice and reform. With the deepening of the new chemistry curriculum reform, the new ideas of education, teachers, students and so on require teachers to constantly seek progress and development. Teachers become the key to the success or failure of a new round of curriculum reform. In recent years, more and more attention has been paid to the training of in-service teachers. The "trained" of teachers is not conducive to the formation and development of teachers' specialty. Teachers can give full play to their initiative and creativity and make greater progress in education and teaching. Case study is an effective model of teacher professional self-development in teacher training. It takes the "lesson example" of practical teaching as the research object to explore and solve the difficulties and problems encountered in education and teaching. Build a bridge in theory and practice. In order to understand the willingness and attitude of the participating teachers to develop their profession independently, to understand the difficulties encountered by the teachers in the course of the case study, and to understand the specific aspects in which teachers' professional self-development can be promoted after the experience of the case study, Or in which links the biggest gains, based on this, this paper selected the case study on the professional development of middle school chemistry teachers as a research topic. It is urgent and important for the individual development of middle school chemistry teachers to realize teachers' professional self-growth through case study. Researchers in a city in Guangxi in the special training of teachers and training together with teachers to carry out research activities. Based on the literature analysis, the author defines and clarifies the meaning of "lesson case study" and "teacher's professional independent development", and distinguishes it from the related concepts. In order to determine the operating mode of the case study. Through case study, the paper records, analyzes and interprets the case, and discusses the problems and difficulties often encountered in the course of practical case study. Through the methods of questionnaire and interview, we can find out the willingness and attitude of the teachers to develop their profession independently, and analyze in detail which aspects of the case study have promoted the teachers' growth. The study shows that the overall quality of the teachers has been improved after the case study. The case study activates the subconscious consciousness of teachers' professional self-development, corrects the teachers' attitude towards doing lesson case research, and improves the teachers' scientific research consciousness, scientific research ability, teaching concept, practice and reflection ability, cooperation consciousness, etc. They never realized that familiarity gradually recognized the process and method of case study and formed their own practical wisdom. Therefore, case study is a good way to promote teachers' professional development. In view of the problems often encountered in the course of carrying out the case study, the researcher put forward a superficial suggestion: 1) perfect the training system, carry out scientific management and make a detailed plan. In practice, we should promote the independent development of teachers' specialty and try our best to improve teachers' educational scientific research literacy. (4) on the basis of normal courses in schools, we should set up a subject case study room and develop in the process of teaching reflection.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8

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