小学校本研训研究：还原、对话、体验

发布时间：2018-01-06 11:17

本文关键词：小学校本研训研究：还原、对话、体验　出处：《湖南大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着基础教育课程改革的不断深入,科研兴校说法的提出,校本研训逐渐成为了学校发展的重要方向,更是促进教师和学生发展的有效措施。因此,校本研训亦成为了学者和一线教师研究的焦点。校本研训是以学校为依托,通过将教学研究和培训重心下移,以教师在课程教学与教研中的具体问题为研究对象,还原教师主体地位,并由理论学者与专业人员共同参与的活动。活动全程强调主体之间、主体与研训专家之间的交流、分享与合作,并重视其体验感受。对校本研训理论的分析及对其概念的诠释,为后文的研究提供了坚实的理论支撑。以“还原”、“对话”和“体验”理论为分析框架对长沙市十所小学进行了实证调查。调查发现,目前小学校本研训活动在这三个层面均存在一些问题。第一,“还原”程度低。具体表现为研训与教学生活脱节,缺乏想象与创造;第二,“对话”质量不高。具体表现为主体间分享少,缺乏自发性沟通与融合;第三,“体验”深度不够。具体表现为缺乏参与的主动性,缺乏冥想与感悟,缺乏经验的提升、巩固与运用。以“还原”、“对话”和“体验”理论和实际问题为基础提出了“接地气”的改进策略。就“还原”层面而言,提出实施研训调研、调整研训内容和形式,让校本研训贴近教师教学实践;减轻教师负担,让研训融入教师学术人生;以教师需求为基础,让研训回归教师生命自我。就“对话”而言,从鼓励教师个人研修、构建教师“对话”环境和鼓励教学研究学术争鸣三个方面寻求实现研训“对话”质量的提升。就“体验”而言,鼓励教师分享教学经验与感受,培养教师形成运用自我反思性成果的习惯,营造良好的制度环境,激励教师自我思考。
[Abstract]:With the deepening of the basic education curriculum reform and the theory of revitalizing the school by scientific research, school-based research has gradually become an important direction for the development of the school, and it is also an effective measure to promote the development of teachers and students. School-based research has also become the focus of scholars and first-line teachers. School-based research is based on schools by shifting the focus of teaching research and training. Taking the specific problems of teachers in the course of teaching and research as the research object, restoring the status of teachers as the main body, and by the theory of scholars and professionals to participate in the activities, the whole process of the activities emphasize between the main body. The exchange, sharing and cooperation between the subject and the experts of the research institute, and attaching importance to their experience and feelings. The analysis of the school-based research theory and the interpretation of its concept provide a solid theoretical support for the later research, so as to "restore". "Dialogue" and "experience" theory for the analytical framework of 10 primary schools in Changsha empirical survey. The survey found that the current primary school-based research activities in these three levels of some problems. First. The degree of "reduction" is low. The concrete manifestation is that INSTRAW is out of touch with teaching life and lacks imagination and creation; Second, the quality of "dialogue" is not high. Third, the depth of "experience" is not enough. The concrete manifestation is lack of initiative of participation, lack of meditation and understanding, lack of promotion of experience, consolidation and application of "restore". Based on the theoretical and practical problems of "dialogue" and "experience", this paper puts forward the improvement strategy of "approachability". In terms of "restoration", it proposes to carry out research and research on research and research, and to adjust the content and form of research and training. Let the school-based research and training close to the teacher teaching practice; Lighten the burden on teachers and integrate INSTRAW into the academic life of teachers; On the basis of teachers' needs, INSTRAW should return to the life of its teachers. In the case of "dialogue", individual teacher training should be encouraged. In order to improve the quality of the "dialogue", teachers should be encouraged to share their teaching experiences and feelings in terms of "experience". The construction of teachers'"dialogue" environment and the encouragement of academic contention in teaching and research seek to improve the quality of the "dialogue". Cultivate teachers to form the habit of using self-reflective results, create a good institutional environment, and encourage teachers to think.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G625.1

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