宝鸡市普通高中分层走班教学现状及改进策略研究

发布时间：2018-03-11 20:53

本文选题：宝鸡市　切入点：普通高中　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：素质教育、基础教育新课改及新高考招生制度对传统教学提出了新挑战,这种挑战表现在诸多方面,仅教学组织形式来看,传统班级授课制已难以适应。于是,分层走班教学组织形式在我国各地普通高中开始尝试。本文以新高考招生制度改革为研究背景,充分阅读大量现有的分层走班教学研究文献,并结合实际,从师生对分层走班一般认知、分层走班目标确立、分层走班施教过程、分层走班评价、分层走班管理五个角度,以宝鸡市城区和县属的四所高中为研究样本,运用问卷法和访谈法,对宝鸡市普通高中分层走班教学的实施现状做了较为全面的调研,发现了其中存在的问题及其成因,并在此基础上提出了改进对策。从师生对分层走班教学的一般认识来看,存在师生对分层走班教学认识有误解、分层依据和标准单一、学生的自主选择意识不强、分层走班科目和年级以试点为主、有限的分层走班动态调整范围影响学生积极性等问题。从分层走班教学目标确立来看,存在分层教学目标设计不合理、教师的教学经验水平导致教学目标执行不一、教师教学目标陈述不清影响学生对重点知识把握等问题。从分层走班施教过程来看,存在教学内容层次界定不到位、教学方法不敢推陈出新、课堂效率存在分化现象、作业质量提高的同时出现课后辅导困难等问题。从分层走班教学评价看,存在学生评价内容不完整、教师评价方案不科学等问题。从分层走班管理来看,存在分层走班管理组织不健全、基础层教学班课堂出勤率和纪律有待改善、学生学习自主性和心理问题需要调适、师资分配与层级分配不匹配、分层走班教学配套资源不完善等问题。对于上述问题,研究者在调研基础上进行了系统的问题归因分析,发现宝鸡市普通高中分层走班教学存在问题的主要原因表现在三大方面:一是学生自我认知力和能动性需要培养;二是教师综合素养与教学能力有待提升;三是学校管理及资源急需优化。最后,基于问题及其成因,结合有关理论,本研究尝试性地提出了改进普通高中分层走班教学实施的策略建议:多管齐下,提高学生自我认知力和学习能动性;多措并举,提升教师分层走班教学综合素养与能力;多环共抓,优化分层走班教学管理及资源。
[Abstract]:Quality-oriented education, the new curriculum reform of basic education and the new enrollment system of college entrance examination have put forward new challenges to traditional teaching. This challenge is manifested in many aspects, only in the form of teaching organization, the traditional class teaching system has been difficult to adapt. This paper takes the reform of the new college entrance examination enrollment system as the research background, and fully reads a large number of existing literature on the stratified walking class teaching and combining with the actual situation. From the five angles of teachers and students' general cognition of stratified walking class, the establishment of stratified walking class goal, the teaching process of stratified walking class, the evaluation of stratified walking class, and the management of stratified walking class, this paper takes four senior high schools in Baoji city and county as the research samples. By using questionnaire method and interview method, this paper makes a comprehensive investigation on the present situation of the implementation of stratified walking class teaching in ordinary senior high schools in Baoji City, and finds out the existing problems and their causes. On the basis of this, the author puts forward the improvement countermeasures. From the general cognition of the teachers and students, there is misunderstanding about the teaching of the stratified class, the basis and standard of the stratification are single, and the students' consciousness of independent choice is not strong. The subjects and grades of stratified walking classes are mainly pilot projects, and the limited dynamic adjustment range of stratified walking classes affects the enthusiasm of students, etc. From the view of the establishment of the teaching objectives of stratified walking classes, the design of stratified teaching objectives is unreasonable. The level of teachers' teaching experience leads to different implementation of teaching objectives, and the unclear statement of teachers' teaching objectives affects students' grasp of key knowledge. The teaching methods dare not be updated, the classroom efficiency is divided, the quality of homework is improved and the after-school guidance is difficult, etc. From the point of view of teaching evaluation, there is incomplete content of students' evaluation. From the point of view of stratified class management, there are some problems such as unsound management organization, class attendance and discipline to be improved, students' learning autonomy and psychological problems need to be adjusted. The allocation of teachers is not matched with the level of teaching, and the teaching resources are not perfect. On the basis of investigation, the researcher makes a systematic problem attribution analysis. It is found that the main reasons for the problems in the stratified walking class teaching in Baoji senior high school are as follows: first, the students' self-cognition and initiative need to be cultivated; second, the teachers' comprehensive accomplishment and teaching ability need to be improved. Finally, based on the problems and their causes, combined with the relevant theory, this study tries to put forward the strategies to improve the implementation of the general high school class teaching: multi-pronged approach, To improve students' self-cognition and learning initiative; to improve teachers' comprehensive literacy and ability of multi-level walking class teaching; to optimize the management and resources of multi-layer walking class teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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