小學語文教師教學風格現(xiàn)狀及形成路徑探究
發(fā)布時間：2018-10-11 19:35
【摘要】：我國已多次進行基礎教育課程改革，國家及社會日益重視學生的全面發(fā)展、個性化發(fā)展，對教師的要求也越來越高，呼喚教師形成個性化的教學風格。中小學教師教學風格的研究成為世界教師教育發(fā)展的一股潮流，也適應了我國基礎教育課程改革和教師專業(yè)發(fā)展的內(nèi)在要求。教學風格是教學藝術趨于成熟的標志，是教師專業(yè)發(fā)展到一定高度的產(chǎn)物。小學語文課程是我國基礎教育課程體系的重要組成部分，具有不可替代的地位和意義，小學語文教師擔負著培養(yǎng)國民語言表達能力、傳播母語文化的重任。小學語文教師帶領小學生開啟知識的大門，可謂小學生人生的啟蒙者。因此，研究小學教師個性化教學風格的形成勢在必行。 本研究主體由五部分組成，第一章是緒論，，介紹了研究緣起，筆者搜集了相關論文進行分析，發(fā)現(xiàn)文獻中不區(qū)分學科、學段的教學風格研究占了相當大的比重，這并不利于指導一線教師形成教學風格。本研究具有理論意義和實踐意義，采用了文獻法、調(diào)查法和案例法進行研究。第二章是文獻綜述，由教學風格和小學語文教學風格兩個層次構成。整理和歸納了國內(nèi)外關于教學風格的研究，涉及教學風格的概念、分類、意義、形成途徑等四個方面。語文教學風格的論述主要以國內(nèi)學者的觀念為準，在此基礎上筆者將小學語文教學風格定義為：小學語文教師在長期的教學實踐中，在一定的教育思想和教育理論的指導下，針對小學階段的教學對象及教材，以自身個性、特長為依托，逐步形成的富有成效的教學方法、教學技能及教學藝術等方面特點的綜合。小學語文教師教學風格類型則包括自然型、情感型、理智型、幽默型和交叉綜合型。 第三章是問卷與案例分析，通過發(fā)放自編的《小學語文教師教學風格調(diào)查問卷》了解小學語文教師對教學風格的認識與看法，然后呈現(xiàn)三位普通教師成長為風格鮮明的小學語文教師的案例，揭示現(xiàn)階段小學語文教師教學風格形成過程中存在的問題。在第四章解讀了小學語文教學名師的教學風格，分析名師的教育思想及課堂教學行為，啟發(fā)一線教師。第五章從教育部門、學校、教師自身三個方面提出了小學語文教師形成教學風格的路徑，希冀調(diào)動內(nèi)外在有利因素，創(chuàng)設條件為小學語文教師形成個性化的教學風格提供操作性較強的建議與對策。 教學風格的形成非一日之功，希望本研究能為小學語文教師形成教學風格提供一些借鑒與參考。
[Abstract]:Our country has carried on the basic education curriculum reform many times, the country and the society pay more and more attention to the student's all-round development, the individualized development, the request to the teacher is also higher and higher, calls for the teacher to form the individualized teaching style. The research on the teaching style of primary and secondary school teachers has become a trend in the development of teachers' education in the world, and has also adapted to the inherent requirements of the curriculum reform of basic education and the professional development of teachers in China. Teaching style is the sign of maturity of teaching art and the product of teacher's professional development. The primary school Chinese curriculum is an important part of the basic education curriculum system in our country, which has irreplaceable status and significance. The primary school Chinese teachers bear the heavy responsibility of cultivating the national language expression ability and spreading the native language culture. Primary school language teachers lead pupils to open the door of knowledge, is the enlightenment of primary school life. Therefore, it is imperative to study the formation of individualized teaching style of primary school teachers. The main body of this study is composed of five parts. The first chapter is the introduction, which introduces the origin of the research. The author collects and analyzes the relevant papers, and finds that there is no distinction between the subjects in the literature, and the teaching style of the learning section accounts for a considerable proportion. This is not conducive to guiding teachers to form a teaching style. This study is of theoretical and practical significance, using literature, investigation and case law to study. The second chapter is a literature review, which consists of two levels: teaching style and primary school Chinese teaching style. This paper summarizes the research on teaching style at home and abroad, including the concept, classification, significance and formation of teaching style. The discussion of Chinese teaching style is mainly based on the ideas of domestic scholars. On this basis, the author defines the teaching style of primary school Chinese as: in the long term teaching practice of primary school Chinese teachers, under the guidance of certain educational thought and educational theory, In view of the teaching objects and teaching materials in primary school stage, the characteristics of effective teaching methods, teaching skills and teaching art have been gradually formed based on their own personality and specialty. The teaching styles of primary school Chinese teachers include natural type, emotional type, rational type, humorous type and cross-synthesis type. The third chapter is the questionnaire and case analysis, through the distribution of the "Primary School Chinese teacher Teaching style questionnaire" to understand the primary school language teachers' understanding of teaching style and views. Then it presents the case of three ordinary teachers growing up to be Chinese teachers in primary schools, revealing the problems existing in the forming process of the teaching styles of primary school Chinese teachers at this stage. In the fourth chapter, the author interprets the teaching style of the famous teachers in primary school Chinese teaching, analyzes the educational thought and classroom teaching behavior of the famous teachers, and enlightens the front-line teachers. The fifth chapter puts forward the way to form the teaching style of primary school Chinese teachers from three aspects of education department, school and teachers themselves, hoping to mobilize the favorable factors inside and outside. The creation conditions provide operable suggestions and countermeasures for primary school Chinese teachers to form individualized teaching style. It is hoped that this study can provide some reference for primary school Chinese teachers to form teaching style.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2
本文編號：2264998
[Abstract]:Our country has carried on the basic education curriculum reform many times, the country and the society pay more and more attention to the student's all-round development, the individualized development, the request to the teacher is also higher and higher, calls for the teacher to form the individualized teaching style. The research on the teaching style of primary and secondary school teachers has become a trend in the development of teachers' education in the world, and has also adapted to the inherent requirements of the curriculum reform of basic education and the professional development of teachers in China. Teaching style is the sign of maturity of teaching art and the product of teacher's professional development. The primary school Chinese curriculum is an important part of the basic education curriculum system in our country, which has irreplaceable status and significance. The primary school Chinese teachers bear the heavy responsibility of cultivating the national language expression ability and spreading the native language culture. Primary school language teachers lead pupils to open the door of knowledge, is the enlightenment of primary school life. Therefore, it is imperative to study the formation of individualized teaching style of primary school teachers. The main body of this study is composed of five parts. The first chapter is the introduction, which introduces the origin of the research. The author collects and analyzes the relevant papers, and finds that there is no distinction between the subjects in the literature, and the teaching style of the learning section accounts for a considerable proportion. This is not conducive to guiding teachers to form a teaching style. This study is of theoretical and practical significance, using literature, investigation and case law to study. The second chapter is a literature review, which consists of two levels: teaching style and primary school Chinese teaching style. This paper summarizes the research on teaching style at home and abroad, including the concept, classification, significance and formation of teaching style. The discussion of Chinese teaching style is mainly based on the ideas of domestic scholars. On this basis, the author defines the teaching style of primary school Chinese as: in the long term teaching practice of primary school Chinese teachers, under the guidance of certain educational thought and educational theory, In view of the teaching objects and teaching materials in primary school stage, the characteristics of effective teaching methods, teaching skills and teaching art have been gradually formed based on their own personality and specialty. The teaching styles of primary school Chinese teachers include natural type, emotional type, rational type, humorous type and cross-synthesis type. The third chapter is the questionnaire and case analysis, through the distribution of the "Primary School Chinese teacher Teaching style questionnaire" to understand the primary school language teachers' understanding of teaching style and views. Then it presents the case of three ordinary teachers growing up to be Chinese teachers in primary schools, revealing the problems existing in the forming process of the teaching styles of primary school Chinese teachers at this stage. In the fourth chapter, the author interprets the teaching style of the famous teachers in primary school Chinese teaching, analyzes the educational thought and classroom teaching behavior of the famous teachers, and enlightens the front-line teachers. The fifth chapter puts forward the way to form the teaching style of primary school Chinese teachers from three aspects of education department, school and teachers themselves, hoping to mobilize the favorable factors inside and outside. The creation conditions provide operable suggestions and countermeasures for primary school Chinese teachers to form individualized teaching style. It is hoped that this study can provide some reference for primary school Chinese teachers to form teaching style.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2
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本文編號：2264998
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