校本教研促进教师合作文化形成的个案研究

发布时间：2018-03-22 20:42

本文选题：校本教研　切入点：教师合作文化　出处：《闽南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：校本教研主要强调教师与教师之间的合作与互助,在彼此对话与沟通的过程中分享经验,互相学习。因此,教师是校本教研的主体,合作是校本教研得以顺利开展的纽带。校本教研的发挥必须依靠教师团体的合作,唯有教师的集体参与才可以真正提高学校的教育教学质量,提升教师分析和解决实际问题的能力。通过开展校本教研可以更好的促进教师人事管理,学校根据教师参与校本教研的情况和取得的成果,为教师的考核和晋升提供一定的依据。在校本教研中,需要教师对不同的观念,不同的思想进行理解,分析,汲取和分享,然而,合作的教师文化能够为教师营造一种内部自主学习的研究氛围。合作使彼此之间实现了良好的人际沟通,大家在一起交流学习,坦诚相待,各抒己见,集思广益,合作创新。不同的观点之间进行思想的碰撞,教师们在反思自己的经验和认识的同时也可以汲取其他教师优秀的教学理念。由此可见,校本教研为教师的合作文化搭建了校内平台,并且校本教研对教师合作文化的形成具有最关键的影响力。教师通过参与校本教研,在合作中学习,在学生中产生潜移默化的作用,促进了学生的合作学习,提高了学生学习的积极性。因此,教师合作文化更加提升了校本教研开展的意义和价值。本论文共分为四个部分,第一部分是绪论,主要介绍课题来源,相关概念的界定以及本文的主要内容及其研究方法。第二部分是校本教研促进教师合作文化形成的研究目的和意义以及校本教研促进教师合作文化形成的理论基础。第三部分叙述校本教研促进教师合作文化形成的个案研究,以华中师范大学第一附属中学为研究对象,从学校开展校本教研活动促进教师合作文化形成的实践着手,通过问卷和访谈获得其开展校本教研的情况以及促进教师合作文化形成的方法和途径的相关资料,归纳出学校在开展校本教研的过程中存在的问题及其原因分析。最后在第四部分总结出如何通过校本教研活动促进教师团队合作文化的形成以及教师合作文化对学校管理的意义和价值。
[Abstract]:School-based teaching and research mainly emphasizes the cooperation and mutual assistance between teachers and teachers, sharing experiences and learning from each other in the process of dialogue and communication. Therefore, teachers are the main body of school-based teaching and research. Cooperation is the link that school-based teaching and research can be carried out smoothly. School-based teaching and research must depend on the cooperation of teachers' groups, and only the collective participation of teachers can truly improve the quality of education and teaching in schools. To improve teachers' ability to analyze and solve practical problems. Through the development of school-based teaching and research, teachers' personnel management can be better promoted, and schools can, according to the situation of teachers' participation in school-based teaching and research and the results achieved, In school-based teaching and research, teachers need to understand, analyze, learn and share different ideas and ideas. The cooperative teacher culture can create a kind of internal independent learning research atmosphere for teachers. Cooperation enables each other to achieve good interpersonal communication, together to exchange and learn, to be honest, to express their own opinions, to brainstorm. Cooperative innovation. Different ideas collide. Teachers can also learn from other teachers' excellent teaching ideas while reflecting on their own experience and understanding. School-based teaching and research has set up a platform for teachers' cooperative culture, and school-based teaching and research has the most critical influence on the formation of teachers' cooperative culture. Teachers learn in cooperation by participating in school-based teaching and research. This paper is divided into four parts. It promotes the cooperative learning of students and improves the enthusiasm of students. Therefore, the cooperative culture of teachers enhances the significance and value of school-based teaching and research. The first part is the introduction, which mainly introduces the source of the topic, The second part is the research purpose and significance of school-based teaching and research to promote teachers' cooperative culture and the theoretical basis of school-based teaching and research to promote teachers' cooperative culture formation. The third part describes the case study of school-based teaching and research to promote the formation of teachers' cooperative culture, Taking the first affiliated middle school of Huazhong normal University as the research object, this paper starts with the practice of promoting the formation of teacher cooperative culture through school-based teaching and research activities in the school. Through questionnaires and interviews to obtain its school-based teaching and research, as well as the ways and means to promote the formation of a culture of teacher cooperation, Finally, in the fourth part, the author summarizes how to promote the formation of teachers' team cooperation culture through school-based teaching and research activities and the teachers' cooperative culture. The significance and value of school management.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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