课程改革背景下高中教师的课程决策研究

发布时间：2018-11-26 20:13

【摘要】：随着教师思维研究的深入,认知心理学与信息加工理论的发展,以及教育科学领域内的范式转换,教师课程决策方面的研究正成为颇受关注的主题之一。研究以高中教师课程决策为切入点,探讨浙江省课程改革背景下教师课程决策的现状,探究教师内部的思维过程和特征,分析它背后的影响因素,进而提出提升教师课程决策能力的建议,为促进普通高中的课程开发提供一定的实践依据,也为推进浙江省普通高中课程改革提供理论依据和知识基础,以供教育行政部门、高中教师以及后续研究之参考。研究以质化研究为取向,结合调查研究法、个案研究法、文献研究法等方法收集研究数据,拟研究以下三方面内容：1.在浙江省深化普通高中课程改革的背景下,从课程目标、课程内容、课程实施和课程评价决策这四个方面,分析高中教师的课程决策现状。2.在现状描述中,阐述并分析影响教师课程决策的因素。3.基于影响因素的分析,提出有效提升教师课程决策能力的方式或途径。研究发现,课程资源与学生需求之间具有矛盾性,教师的信念、知识和经验都对教师作出课程决策有影响；教师的课程决策与行为之间具有潜意识性,尤其在课程目标、课程实施和课程评价决策三个阶段,明显地表现为教师习惯用潜意识中的教育理念执行决策,使课程决策流于形式的现象；教师课程决策的主要依据是学生,过于重视学生的需求,因而相对欠缺对自我的分析；学科教师课程决策仍不能摆脱功利性的应试倾向,核心因素就是高考,以至于教师在进行课程决策时,都会选择与高考相关度高的目标和内容,选修课程变成必修课程的延伸。研究建议,首先,要保障教师的课程资源,满足学生的需求,可以大力开发学校内部的课程资源、善用社区资源、合理吸收高校资源,以及加强校际之间课程资源的共享；其次,规划课程决策专项培训,提高教师的课程决策能力,充分利用周边大学的师资优势和学术平台,通过专家讲座、校本教研、科研论坛和教师自学等多层次、多形式、多样化的培训,反思深化课程改革背景下课程决策方面的得失,重点针对目前教师在课程决策方面存在的具体问题开展培训；最后,巩固良好的信念,不断反思与自省,及时从自身找出原因,改进决策,成为反思型教师。
[Abstract]:With the deepening of teachers' thinking, the development of cognitive psychology and information processing theory, as well as the paradigm shift in the field of educational science, the research on teacher's curriculum decision-making is becoming one of the topics of great concern. Based on the curriculum decision of senior high school teachers, this paper probes into the present situation of curriculum decision-making in Zhejiang Province, probes into the thinking process and characteristics of teachers, and analyzes the influencing factors behind it. Furthermore, it puts forward some suggestions to improve teachers' ability of curriculum decision-making, provides some practical basis for promoting the curriculum development of ordinary senior high schools, and also provides theoretical basis and knowledge basis for promoting the curriculum reform of ordinary high schools in Zhejiang Province, so as to provide the administrative departments of education. High school teachers and the reference of follow-up research. The research takes qualitative research as the orientation, combines the investigation method, the case study method, the literature research method and so on, collects the research data, and intends to study the following three aspects: 1. Under the background of deepening the curriculum reform of senior high school in Zhejiang Province, this paper analyzes the present situation of curriculum decision of senior high school teachers from four aspects: curriculum goal, curriculum content, curriculum implementation and curriculum evaluation decision. 2. In the description of the present situation, the factors that affect the teacher's curriculum decision are expounded and analyzed. 3. Based on the analysis of influencing factors, this paper puts forward ways or means to improve teachers' ability of curriculum decision-making. It is found that there are contradictions between curriculum resources and students' needs, and teachers' beliefs, knowledge and experience have an impact on teachers' making curriculum decisions. There is a subconscious relationship between curriculum decision and behavior, especially in the three stages of curriculum goal, curriculum implementation and curriculum evaluation, which are obviously reflected in teachers' habit of carrying out decisions with subconscious educational concepts. The phenomenon of making curriculum decision mere formality; The main basis of the teacher's curriculum decision is the students, who pay too much attention to the students' needs, so they lack the analysis of themselves. Subject teachers' curriculum decision-making still can not get rid of the utilitarian tendency of exam-oriented, the core factor is the college entrance examination, so that when teachers make curriculum decisions, they will choose the goal and content that are highly relevant to the college entrance examination, and the elective courses will become the extension of compulsory courses. First of all, to protect teachers' curriculum resources and meet the needs of students, we can vigorously develop curriculum resources within schools, make good use of community resources, reasonably absorb resources in colleges and universities, and strengthen the sharing of curriculum resources between schools. Secondly, we should plan special training for curriculum decision-making, improve teachers' ability in curriculum decision-making, make full use of the teachers' advantages and academic platforms of the surrounding universities, and through expert lectures, school-based teaching and research, scientific research forums and teachers' self-study, and so on. Diversification of training, reflection on the background of deepening curriculum reform in the context of curriculum decision-making, focusing on the current teachers in the curriculum decision-making aspects of specific problems to carry out training; Finally, we should consolidate good faith, constantly reflect and introspect, find out the reason from oneself in time, improve decision making, and become reflective teacher.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.3

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