校本课程开发促进小学数学教师专业成长的叙事研究

发布时间：2018-01-31 19:55

本文关键词： 校本课程开发教师专业成长叙事研究　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：2001年我国基础教育课程正式走向了国家,地方,学校三级课程。三级课程中的校本课程不再是从前上面下发命令,而是将权利转交在老师手中,使老师成为这次变革的主体之一。参与校本课程的开发是对小学数学教师自身素质的提升和理想的实现提供了难得的机遇与挑战。小学数学教师参与校本课程开发,可以掌握课程开发的技术,提升科研能力,从而不断促进小学数学教师的专业成长。本研究采用叙事研究法,在自然情境下,以重庆市四位参与校本课程开发的小学数学教师为研究对象,对其进行细致的观察和了解,多元呈现研究对象在专业成长历程,并对其反映出的共性特质进行分析、归纳,进一步丰富和充实校本课程开发帮助他们的专业成长。本研究分为以下几个部分:第一部分是对研究的选题缘由,研究目的与意义,以及研究总体思路,研究对象的选择和研究的方法等问题进行梳理。第二部分是四位小学数学教师在校本课程开发中专业成长故事的叙述部分,包括四位小学数学教师参与校本课程开发的基本情况,在校本课程开发中的专业成长所获,所惑,所望,通过这四个故事叙述全景呈现四位数学教师参与校本课程开发中专业成长归纳总结。第三部分是通过第二部分故事叙述,结合相关文献分析校本课程开发促进小学数学教师专业成长的价值体现,一般特点和影响因素。第四部分是在第三部分的基础之上提出校本课程开发促进小学数学教师专业成长的策略与建议。第一、加强有针对性的校本课程研究,提高数学教师的科研能力;第二、提升教师的合作开发意识,共同成长;第三、强化学校支持与管理。第四、课程专家参与,引领提升。
[Abstract]:In 2001, the basic education curriculum of our country formally moved towards the national, local, school three level curriculum. The school-based curriculum in the three levels curriculum is no longer the order of the former above, but the transfer of the right in the hands of the teacher. Participation in the development of school-based curriculum provides a rare opportunity and challenge for the improvement of the quality of primary school mathematics teachers and the realization of their ideals. The participation of primary school mathematics teachers in the development of school-based curriculum provides a rare opportunity and challenge. Fat. Can master the technology of curriculum development, improve the ability of scientific research, so as to promote the professional growth of primary school mathematics teachers. Taking four primary school mathematics teachers who participated in the development of school-based curriculum in Chongqing as the research object, the author makes a careful observation and understanding of them, and presents the research object in the course of professional growth. And it reflects the common characteristics of the analysis, induction, further enrich and enrich the school-based curriculum development to help their professional growth. This study is divided into the following parts: the first part is the reason for the study. The purpose and significance of the research, as well as the overall thinking of the study. The second part is the narration part of the professional growth story of four primary school mathematics teachers in the school-based curriculum development. Including four primary school mathematics teachers involved in school-based curriculum development of the basic situation, in the school-based curriculum development professional growth, confusion, hope. Through these four story narration panorama presents four mathematics teachers to participate in the school-based curriculum development professional growth induction summary. The third part is through the second part story narration. Combined with the relevant literature analysis of school-based curriculum development to promote the professional growth of primary school mathematics teachers reflect the value. Part 4th is based on the third part of the proposed school-based curriculum development to promote primary school mathematics teachers professional growth strategies and suggestions. First, strengthen targeted school-based curriculum research. Improving the ability of mathematics teachers in scientific research; Second, to promote teachers' awareness of cooperative development and common growth; Third, strengthen school support and management. 4th, the participation of curriculum experts, leading the promotion.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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