小学语文研究型教师成长路径的个案研究

发布时间：2018-06-16 17:18

本文选题：研究型教师 + 成长路径　；参考：《山东师范大学》2015年硕士论文

【摘要】：我国新一轮基础教育改革进入深水区，传统的教育理念、教育教学方式、学生的学习方式都将发生根本性变革。小学语文教师作为学校语文教育教学活动的重要参加者，应该成为教育教学活动的研究者，做研究型教师能够更好地配合新课改，使新课程在小学语文教学领域更好地实施，从而推进新课改的进程。小学语文研究型教师是具备深厚的语文学科理论基础和较强的教育科学研究能力，形成科学的语文教学思想，做出小学语文学科研究体系，优化小学语文教学的教师。笔者采用质的研究方法中的个案研究法，运用访谈法、实物分析法，以符合小学语文研究型教师特征的李怀源为个案进行研究。通过研究个案所做的教学研究，以及从一名普通的小学语文老师成长为研究型教师的成长路径，探讨个案成长为小学语文研究型教师的因素，从而得出培养小学语文研究型教师的启示，为普通小学语文教师提供一些可行的成长策略。作为小学语文研究型教师，研究对象的教学思想及研究过程，是其成为小学语文研究型教师的依托，能够反映出其成为研究型教师的过程。研究对象的教学思想的发展是在教学实践和教学改革研究的过程中，经过小学语文单元整体教学——单元整体课程——整体教育三个阶段逐步完善。笔者通过对研究对象的研究型教师成长之路的资料进行分析，发现研究对象作为小学语文研究型教师的成长历程，主要从研究对象的学生时代一直到其做出研究成果并进行推广。根据研究对象成长路径中一些转折点，笔者将整个历程分为以下几个阶段：学生时代的文学梦——从教初期的教学实践——民办学校的教学新尝试——教育硕士的积累升华——教学研究的深化。根据对研究对象的教学思想、教学研究以及成长路径进行分析，发现研究对象从普通的小学语文教师成长为一名做出突出的研究成果的研究型教师，源于他明确的专业发展方向、良好的人人格因素、浓厚的阅读兴趣、强烈的反思意识、良好的教研环境、丰富的学术活动。根据以上对小学语文研究型教师成长路径和因素的分析，笔者主要探讨以下几点小学语文研究型教师的培养启示：对小学语文教育事业的热情是研究小学语文教育教学，成为小学研究型教师的根本原因；小学语文教师通过反思性教学能够发现教学活动的优缺点，了解学生的学习情况，甚至能够反思自己的教学观念；教育行动研究鼓励“教师成为研究者”，是研究型教师进行研究的主要方式；学习教育研究方法，储备必要的教育科学知识是小学语文教师进行教学研究的先导条件；小学语文教师要注意培养终身学习的意识，在完成教学任务的同时，应有意识地进行学习，提升自身的专业技能，培养做研究的能力；学校要重视小学语文教师的交流与研讨，创设宽松的教学环境，培养教师自主发展意识，充分激励小学语文教师做研究，为教师进行教学研究提供广阔的空间；学校的教学实践与高等学校专家的研究课题结成共同体，，在专家的指导下和互相交流的过程中，能够有效地提升小学语文教师的研究能力，有力地带动小学语文教师的教学研究进程。
[Abstract]:The new round of basic education reform in our country enters the deep water area. The traditional education concept, the teaching method and the students' learning style will all change fundamentally. As an important participant in the teaching activities of the school language education, the primary school language teachers should be the researchers of the education and teaching activities, and the research teachers can better cooperate with the new teachers. The curriculum reform makes the new curriculum better implemented in the field of primary language teaching, thus promoting the process of the new curriculum reform. The research teacher in primary language has a profound theoretical foundation of the Chinese subject and a strong ability to study the scientific research, forms a scientific Chinese teaching thought, makes a study system of primary Chinese subject, and optimizes the teaching of primary language. Teacher.
The author uses the case study method in the qualitative research method, using the interview method and the physical analysis method, in order to study the case of Li Huaiyuan, which is in line with the characteristics of the primary language research teacher. The factor of the research type teacher in primary school language, thus draws the inspiration of training the research type teachers in primary school language, and provides some feasible growth strategies for the ordinary primary school language teachers.
As a research teacher in primary language, the teaching thought and research process of the research object is the support of the research teacher in primary school language. It can reflect the process of becoming a research teacher. The development of the teaching thought of the research object is in the process of teaching practice and teaching reform, through the whole teaching of primary language unit in primary school. - unit whole curriculum - three stages of overall education.
Through the analysis of the data of the research oriented teacher's growth path, the author finds that the research object is the growth course of the research teacher in primary school language. It is divided into the following stages: the literary dream of the students' age - the teaching practice from the early stage of teaching - a new attempt in the teaching of the private schools - the accumulation and sublimation of the master of Education - the deepening of the teaching research.
Based on the analysis of the teaching thought, teaching research and the growth path of the research object, it is found that the research object from the ordinary primary school Chinese teachers is a research teacher who has made outstanding research results. It is derived from his clear professional development direction, good human ginden, strong reading interest, strong reflection consciousness, and good sense of reflection. Good teaching and research environment, rich academic activities.
According to the analysis of the growth path and factors of the primary language research teachers, the author mainly discusses the following points for the training of primary Chinese research teachers: the enthusiasm of the primary Chinese language education is the root cause of the study of primary school Chinese education, and the root of the primary school research type teachers; the primary language teachers are taught through reflective teaching. Learning can discover the advantages and disadvantages of the teaching activities, understand the learning situation of the students, and even reflect on their own teaching ideas. The action research of education encourages "teachers to become researchers", which is the main way for research teachers to study. The study methods of education and the necessary knowledge of educational science are the teachers of primary language teaching. Primary language teachers should pay attention to cultivating the consciousness of lifelong learning. While completing the teaching task, they should study consciously, improve their own professional skills and cultivate the ability to do research. The school should attach importance to the communication and discussion of the primary school language teachers, create a relaxed teaching environment and cultivate the teachers' self-development. Awareness, fully motivate the primary school language teachers to do research, provide a broad space for teachers to carry out teaching and research; the teaching practice of the school and the research subject of higher school experts form a community. In the course of the guidance and exchange of experts, it can effectively improve the research ability of the teachers of small Chinese, and make a powerful belt of primary school. The teaching and research process of Chinese teachers.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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