一名高中英语教学名师成长的叙事研究

发布时间：2018-01-07 05:32

本文关键词：一名高中英语教学名师成长的叙事研究　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师是人类文明的传承者,也是学校教育的第一资源。高质量的学校教育需要高水平的教师队伍。而名师是教师群体中的佼佼者,其较高的专业素养可以成为普通教师专业发展的风向标,并对广大教师的发展起着引领和示范作用。因此,研究名师的成长与发展历程对提升教师整体素养进而提高学校教育质量有重要的理论意义与现实意义。然而,现存有关名师的研究大多采用单纯案例研究或案例研究与理论阐述相结合的方法,对名师专业成长历程缺乏系统的研究与分析,因此,名师成长的研究无论是从内容上还是方法上都需要丰富。本研究在借鉴吸收已有研究的基础上,采用叙事研究法,以故事的形式清晰完整地呈现了一位高中英语名师Z老师三十年教学成长的历程,由此进入Z老师成长的个体经验世界,并以社会生态系统理论为基础,从宏观、中观和微观三个层面深度剖析影响Z老师成长的关键因素,进而总结其成长阶段性特点,最后凝练出Z老师的成长路径。整个研究过程力求真实、客观的对Z老师成长的个体经验进行建构、形塑、表达和重构,以期引发基础教育阶段教师的反思,并为专业成长中的教师提供可借鉴的经验。研究发现:第一,在Z老师成长过程中,宏观系统中教育政策的支持与注重“教科研”的学校文化;中观系统中家庭的关爱与教师团队的教研协作;微观系统中关键事件带来的转折以及Z老师强烈的自我发展意识与教育激情等人格特点共同构成影响Z老师成长的关键因素。第二,Z老师的成长是一个长期、动态的发展过程,经历了入职适应期、稳定积累期、职业教育期、能力建构期和成功创造期五个阶段,且在不同阶段展现出不同的发展特点。第三,Z老师从一名普通的高中英语教师成长为名师的路径包括坚定的教育信念,这是Z老师成长的精神力量,也是其坚持并投入教育教学工作的基础;终身学习,通过对专业知识不断的学习,Z老师才能准确把握学科发展趋势,保持教育教学的活力;总结反思,对课堂教学事件的敏感与及时的总结反思是联系教育理论与实践的桥梁,也是Z老师创造性地开展工作的前提;教学研相结合,从考点研究到课堂教学研究,Z老师实现了“教书匠”到“研究者”的蜕变,同时,研究的过程也是Z老师获得职业幸福感的源泉。
[Abstract]:Teachers are the inheritors of human civilization and the first resource of school education. High quality school education needs a high level of teachers. Its higher professional quality can become the vane of professional development of ordinary teachers and play a leading and exemplary role in the development of teachers. It is of great theoretical and practical significance to study the growth and development of famous teachers in order to improve the overall quality of teachers and improve the quality of school education. Most of the existing studies on famous teachers use the method of simple case study or case study combined with theoretical elaboration, and lack of systematic research and analysis on the professional growth process of famous teachers. The research on the growth of famous teachers needs to be rich in both content and method. This study adopts narrative research method on the basis of drawing lessons from existing research. In the form of story, it presents clearly and completely the course of teaching growth of a famous English teacher Z in senior high school over the past 30 years, thus entering the individual experience world of teacher Z's growth, and based on the theory of social ecosystem. From the macro, meso and micro levels of depth analysis of the key factors affecting the growth of Z teachers, and then summed up the characteristics of their growth stages, and finally condensed out the growth path of Z teachers. The whole research process strive to be true. Objective to Z teacher growth of the individual experience of the construction, shape, expression and reconstruction, in order to cause the reflection of teachers in the basic education stage. The research finds that: first, in the process of Z teacher growth, the support of educational policy in the macro system and the emphasis on "scientific research" school culture; Family care and teaching and research cooperation in the meso system; The turning point brought by the key events in the micro system and the personality characteristics such as teacher Z's strong self-development consciousness and educational passion constitute the key factors that affect the growth of Z teachers. The second is a long-term growth of Z teachers. The dynamic development process has experienced five stages: induction period, steady accumulation period, vocational education period, ability construction period and successful creation period, and has shown different development characteristics in different stages. Z teacher's path from an ordinary high school English teacher to a famous teacher includes firm educational belief, which is the spiritual strength of Z teacher's growth and the basis of his persistence and devotion to education and teaching. Lifelong learning, through the continuous learning of professional knowledge, teachers can accurately grasp the development trend of the subject, and maintain the vitality of education and teaching; Summing up reflection, sensitivity to classroom teaching events and timely summing up and reflection are the bridge between educational theory and practice, and also the premise for teacher Z to carry out his work creatively. With the combination of teaching and research, teacher Z realized the transformation from "teacher craftsman" to "researcher" from examination point research to classroom teaching research. At the same time, the research process is also the source of Z teacher's job happiness.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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