發(fā)布時(shí)間：2018-05-12 03:37

  本文選題：農(nóng)村中心小學(xué) + 校本教研��； 參考：《揚(yáng)州大學(xué)》2015年碩士論文

【摘要】：時(shí)代的發(fā)展,社會(huì)的進(jìn)步,對(duì)教師提出了越來(lái)越多的挑戰(zhàn),教師不再單單只是傳授知識(shí)的教書(shū)匠,而要成為具有新思想,新理念的研究型教師。與此同時(shí),校本教研作為圍繞教師和學(xué)校的需要,解決教學(xué)改革中教師和學(xué)校面臨的實(shí)際問(wèn)題的教學(xué)研究活動(dòng),受到了廣泛的認(rèn)可。自校本教研在各個(gè)學(xué)校推行以來(lái),對(duì)于促進(jìn)教師專業(yè)發(fā)展,全面提升學(xué)校教育教學(xué)質(zhì)量,發(fā)揮了重要的作用。在城鄉(xiāng)布局調(diào)整的直接影響下,農(nóng)村中心學(xué)校已經(jīng)成為農(nóng)村教育的主陣地,甚至在部分規(guī)模較小的鄉(xiāng)鎮(zhèn),農(nóng)村中心學(xué)校已經(jīng)成了該地僅存的教育單位。農(nóng)村中心小學(xué)集中了農(nóng)村優(yōu)質(zhì)教育資源,代表農(nóng)村教育的希望,農(nóng)村中心學(xué)校的發(fā)展有利于城鄉(xiāng)教育均衡發(fā)展和推進(jìn)教育公平。在校本教研當(dāng)前的學(xué)術(shù)研究中,對(duì)于農(nóng)村中心小學(xué)校本教研實(shí)施現(xiàn)狀研究比較少。無(wú)論是從國(guó)家的教育戰(zhàn)略還是社會(huì)和家長(zhǎng)們的期望,對(duì)于農(nóng)村中心小學(xué)校本教研的研究都具有重要的現(xiàn)實(shí)意義。農(nóng)村中心小學(xué)校本教研實(shí)施現(xiàn)狀、農(nóng)村中心小學(xué)校本教研存在哪些問(wèn)題、校本教研促進(jìn)農(nóng)村中心小學(xué)教師專業(yè)發(fā)展的效果,這些問(wèn)題都值得我們思考和關(guān)注。基于以上問(wèn)題,研究立足于三所農(nóng)村中心小學(xué)校本教研實(shí)施的實(shí)際情況,通過(guò)文獻(xiàn)研究、問(wèn)卷調(diào)查、訪談等方法,從教師專業(yè)發(fā)展意向、校本教研的實(shí)施過(guò)程、校本教研的評(píng)價(jià)和教研制度建設(shè)情況等方面展開(kāi)調(diào)查,并對(duì)個(gè)案Y中心小學(xué)校本教研情況進(jìn)行了具體分析,全面收集資料,客觀反映農(nóng)村中心小學(xué)校本教研實(shí)施現(xiàn)狀的真實(shí)情況,挖掘出農(nóng)村中心小學(xué)校本教研實(shí)踐中存在的問(wèn)題,如教師教研的主體性不足、教研的時(shí)間和精力有限、教研形式單一、教師互助合作不充分、專業(yè)支持力量不足等問(wèn)題；然后分析問(wèn)題產(chǎn)生的原因：農(nóng)村小學(xué)教師自我發(fā)展意識(shí)淡薄、農(nóng)村小學(xué)教師科研素質(zhì)不足、校本教研的保障體系不健全等；最后依據(jù)分析結(jié)果提出改進(jìn)農(nóng)村中心小學(xué)教研實(shí)踐的對(duì)策措施：樹(shù)立專業(yè)理想、創(chuàng)新校本教研模式、加強(qiáng)專業(yè)引領(lǐng)、完善校本教研保障體系,為提高農(nóng)村中心小學(xué)教育教學(xué)質(zhì)量,促進(jìn)農(nóng)村教師專業(yè)發(fā)展,促進(jìn)城鄉(xiāng)教育均衡發(fā)展出謀劃策。
[Abstract]:With the development of the times and the progress of society, teachers are facing more and more challenges. Instead of merely teaching knowledge, teachers should become research teachers with new ideas and new ideas. At the same time, school-based teaching and research activities, which focus on the needs of teachers and schools and solve the practical problems faced by teachers and schools in teaching reform, have been widely recognized. Since the implementation of school-based teaching and research in various schools, it has played an important role in promoting teachers' professional development and improving the quality of school education and teaching. Under the direct influence of urban and rural distribution adjustment, rural central schools have become the main position of rural education, even in some small towns, rural central schools have become the only remaining educational units. The rural central primary school concentrates the rural high quality education resources, represents the rural education hope, the rural central school development is advantageous to the urban and rural education balanced development and promotes the education fair. In the current academic research of school-based teaching and research, there are few researches on the implementation of school-based teaching and research in rural central primary schools. Whether from the education strategy of the country or the expectation of the society and parents, it is of great practical significance to the research of school-based teaching and research in rural central primary schools. The present situation of school-based teaching and research in rural central primary schools, the problems existing in school-based teaching and research in rural central primary schools, and the effects of school-based teaching and research in promoting the professional development of rural central primary school teachers are worthy of our consideration and attention. Based on the above problems, the research is based on the actual situation of the implementation of school-based teaching and research in three rural central primary schools, through literature research, questionnaire survey, interviews and other methods, from the teachers' professional development intention, school-based teaching and research implementation process, The evaluation of school-based teaching and research and the construction of the teaching and research system were investigated, and the case study of school-based teaching and research in primary schools in center Y was analyzed in detail, and the data was collected in an all-round way. It objectively reflects the actual situation of the implementation of school-based teaching and research in rural central primary schools, and excavates the problems existing in the practice of school-based teaching and research in rural central primary schools, such as the lack of subjectivity of teachers' teaching and research, the limited time and energy of teaching and research, and the single form of teaching and research. Then it analyzes the causes of the problems: the weak sense of self-development of rural primary school teachers, the lack of scientific research quality of rural primary school teachers, the imperfect security system of school-based teaching and research, etc. Finally, based on the analysis results, the countermeasures to improve the practice of teaching and research in rural central primary schools are put forward: setting up professional ideal, innovating the mode of school-based teaching and research, strengthening professional guidance, and perfecting the guarantee system of school-based teaching and research. In order to improve the teaching quality of rural central primary school, promote the professional development of rural teachers, and promote the balanced development of urban and rural education.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G627

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 勞麗芳;;談?wù)摶鶎有�學(xué)語(yǔ)文教研的誤區(qū)及矯正措施[J];課程教育研究;2017年33期

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本文編號(hào)：1876971