中学化学教师对教学目标的自我诊断研究

发布时间：2018-02-23 07:44

本文关键词： 教学目标中学化学教师自我诊断教师专业发展　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：教师是学生榜样,有可能对学生的未来发展产生深远的影响,因此在教学中教师要时刻进行自我诊断。教学目标中作为整个教学活动的起点和归宿点,直接影响整个教学效果。教师对教学目标的自我诊断能深化对教学自我诊断意识,进而促进教师的专业发展。在教学中,中学化学教师是如何对教学目标进行自我诊断及其影响因素有哪些?新手型、经验型及专家型化学教师在对教学目标自我诊断上是否一样?笔者通过分析文献,没有找到答案。考虑到教学目标在整个教学活动中的重要作用和自我诊断对教师专业成长的重要性,笔者认为对教师对教学目标的自我诊断的研究是非常有必要的。本论文分为六个章节。第一章为绪论,主要阐述问题的提出,研究的内容、意义等。第二章为文献综述,阐述与本论文相关的核心概念、综合评述与相关的国内外研究和本研究的理论基础。第四章为研究过程与分析。首先说明研究中涉及问卷的编制检测和具体发布施测情况,接着结合访谈和问卷调查的结果从整体上分析中学化学教师对教学目标自我诊断的现状。最后分析影响中学化学教师对教学目标进行自我诊断的因素。第五章为结论和建议。第六章为结束语,主要论述笔者对本文研究的反思、不足之处及对本研究的展望。本论文的结论如下：(1)化学教师对教学目标自我诊断的理论知识整体水平不高,教师对教学目标自我诊断意识强度从高到低的次序是经验型、专家型和新手型教师。在自我诊断实践的程度最好的是专家型教师,比较好的是经验型教师,最不好的是新手型教师(2)化学教师在自我诊断内容上,诊断频次最高的是对教学目标内容的诊断,其次是对教学目标设计的诊断,最后是对教学目标落实的诊断；在对三维目标落实的自我诊断时,诊断知识与技能落实的情况诊断频次是最高的,其次是过程与方法,对情感态度与价值观的落实情况的诊断频次最低。(3)化学教师性别差异对教学目标自我诊断影响不大。本论文比较详细的论述了化学教师对教学目标自我诊断的现状,分析了影响化学教师对教学目标进行自我诊断的因素,总结了三种类型的教师自在教学目标自我诊断上的异同点,为加强教师对教学目标的自我诊断提出了相应的建议。
[Abstract]:Teachers are the role models of students, which may have a profound impact on the future development of students. Therefore, in teaching, teachers should always make self-diagnosis. The teaching goal is the starting point and destination of the whole teaching activities. Teachers' self-diagnosis of teaching objectives can deepen the consciousness of teaching self-diagnosis, and then promote teachers' professional development. How do middle school chemistry teachers make self-diagnosis of teaching objectives and what are the influencing factors? Are the novice, experiential and expert chemistry teachers the same in terms of self-diagnosis of teaching objectives? By analyzing the literature, the author finds no answer. Considering the important role of teaching goal in the whole teaching activity and the importance of self-diagnosis to teachers' professional development, This paper is divided into six chapters. The first chapter is the introduction, which mainly expounds the questions, the content and the significance of the research. The second chapter is the literature review, the second chapter is the literature review, the second chapter is the literature review, the second chapter is the literature review, the second chapter is the literature review, the second chapter is the literature review. This paper expounds the core concepts related to this paper, reviews the relevant domestic and foreign research and the theoretical basis of this study. Chapter 4th is the research process and analysis. Then, based on the results of interviews and questionnaires, the author analyzes the present situation of chemistry teachers' self-diagnosis of teaching objectives. Finally, it analyzes the factors that affect the teachers' self-diagnosis of teaching objectives. Chapter 5th is as follows:. Conclusions and recommendations. Chapter 6th is the concluding remarks. This paper mainly discusses the author's introspection, deficiency and prospect of this research. The conclusion of this paper is as follows: (1) the overall level of theoretical knowledge of self-diagnosis of teaching objectives is not high among chemistry teachers. The order of teachers' self-diagnosis consciousness intensity from high to low is experiential, expert and novice teachers. The best degree of self-diagnosis practice is expert teachers, and the better ones are experiential teachers. The worst part is the novice teacher. (2) in the content of self-diagnosis, the highest frequency of diagnosis is the diagnosis of the content of the teaching goal, the second is the diagnosis of the design of the teaching goal, and the last is the diagnosis of the implementation of the teaching goal; In the self-diagnosis of 3D target implementation, the frequency of diagnosis is the highest, followed by the process and method. The sex difference of chemistry teachers has little influence on teaching goal self-diagnosis. This paper discusses in detail the present situation of chemistry teachers' self-diagnosis of teaching goals. This paper analyzes on the factors influencing chemistry teachers' self-diagnosis of teaching objectives, summarizes the similarities and differences of three types of teachers' self-diagnosis of teaching goals, and puts forward corresponding suggestions for strengthening teachers' self-diagnosis of teaching goals.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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