小学新手教师与专家型教师教学决策差异的比较研究

发布时间：2018-04-14 05:19

本文选题：专家型教师 + 新手型教师　；参考：《渤海大学》2017年硕士论文

【摘要】：教师的专业发展是一个动态的过程。本研究通过比较新手教师与专家型教师在教学计划决策、教学互动决策以及教学评价决策三个阶段的不同之处,并进一步深入研究影响这些差异的因素,为教师教学决策能力的提高提出一些建议,促进新手型教师的专业发展。根据研究问题,分别选取了三名专家型教师和三名新手型教师为研究对象,通过文献收集和访谈、课堂观察等方法搜集研究资料。研究结果表明:在教学计划决策阶段,对于教学计划的表现形式,专家型教师的大多数教学计划在头脑中,新手教师则需要教案这一教学计划的载体;教学目标的确定专家型教师比新手型教师更加综合全面,注重学生的全面发展;教学内容的选择专家型教师比新手型教师更加符合学生成长发展的需要。在教学互动决策阶段,与新手型教师相比,专家型教师经验丰富,头脑中有许多常规和案例,丰富的教学实践智慧,可以更快的做出适当的教学决策;教学方法决策方面,专家型教师可以根据讲课内容和学生学情选择科学恰当的教学方法,新手教师为保证课堂教学的顺利进行,采用讲授法等比较稳妥的教学方法;教学技能决策方面,专家型教师能够更好的利用导课和结尾技能,会利用多样化的激励技能;管理课堂纪律决策,专家型教师能够针对不同的教学情况采取相应的教学决策,并进行深层次的原因分析,新手型教师常常为了教学的顺利进行,采取忽视这种行为的决策,并没有做出原因分析。在教学评价决策阶段,从评价的形式来看,专家型教师习惯随时随地评价,新手型教师习惯在教案上进行评价;从评价的内容来看,专家型教师更多从学生角度评价整堂课,新手教师更多从自身角度评价整节课;以及评价的深刻性,专家型教师会对教学事件的原因进行分析并提出改进建议。影响新手与专家型教师教学决策差异的主要因素有三个:分别是教师的信念、教师的知识和教师专业伦理,其中教师的知识主要包括课程知识、学科教学知识和一般教学知识。为了提高新手型教师的教学决策能力,促进新手型教师的专业发展,本研究提出一些建议:第一,完善教师教学信念系统;第二,教师教学决策知识完善和能力提供,包括丰富教师知识系统,发展教师实践智慧;第三,集体教学决策相互促进,包括开展同课异构交流会、集体备课和学校建立“师徒制”培养模式等。
[Abstract]:The professional development of teachers is a dynamic process.This study compares the differences between novice teachers and expert teachers in the three stages of teaching planning decision, teaching interaction decision and teaching evaluation decision, and further studies the factors that affect these differences.Some suggestions are put forward for the improvement of teachers' teaching decision-making ability to promote the professional development of novice teachers.According to the research questions, three expert teachers and three novice teachers were selected as the research objects, and the research materials were collected by the methods of literature collection and interview, classroom observation and so on.The results show that in the decision-making stage of teaching plan, most of the teaching plans of expert teachers are in their minds, while the novice teachers need the carrier of teaching plan.The determination of teaching objectives is more comprehensive and comprehensive than the novice teachers, and the selection of teaching content is more in line with the needs of students' growth and development than the novice teachers.In the interactive decision-making stage of teaching, compared with the novice teachers, expert teachers have more experience, have a lot of routine and case in mind, rich teaching practice wisdom, can make appropriate teaching decisions more quickly;Expert teachers can choose scientific and appropriate teaching methods according to the contents of lectures and students' learning conditions. In order to ensure the smooth progress of classroom teaching, novice teachers adopt relatively safe teaching methods, such as lecturing methods, and the decision-making of teaching skills.Expert teachers can make better use of guiding and ending skills, will use a variety of incentive skills, manage classroom discipline decisions, expert teachers can take appropriate teaching decisions according to different teaching situations.In order to carry on the teaching smoothly, the novice teachers often take the decision of neglecting this kind of behavior, and do not make the reason analysis.In the decision-making stage of teaching evaluation, judging from the form of evaluation, the expert teacher is used to evaluate at any time and anywhere, the novice teacher is used to evaluate the teaching plan, and from the content of the evaluation, the expert teacher evaluates the whole class from the point of view of the students.The novice teachers more evaluate the whole class from their own point of view, and the depth of the evaluation, expert teachers will analyze the causes of teaching events and put forward suggestions for improvement.There are three main factors that influence the difference between novice and expert teacher in teaching decision: teachers' beliefs, teachers' knowledge and teachers' professional ethics. The teachers' knowledge mainly includes curriculum knowledge, subject teaching knowledge and general teaching knowledge.In order to improve the teaching decision-making ability of the novice teachers and promote the professional development of the novice teachers, this study puts forward some suggestions: first, to perfect the teachers' teaching belief system, secondly, to improve the teachers' teaching decision-making knowledge and ability.Third, collective teaching decisions promote each other, including the development of isomerism of the same class, collective preparation of lessons and the establishment of a "teacher and apprentice system" training model in schools, and so on, including enriching teachers' knowledge systems and developing teachers' practical wisdom.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

【相似文献】