中小学教师教学认知能力发展研究

发布时间：2018-05-23 18:53

本文选题：教师 + 教学认知能力　；参考：《广西师范大学》2017年硕士论文

【摘要】：作为在特定课堂场域中进行的有目的、有计划的促进学生发展的统一活动,课堂教学最直接、最集中地反映着教育目的、培养目标与教学目标的实现。因此,课堂教学质量的高低直接关系到教学目的、培养目标的实现程度。一定程度上,教师的教学认知能力是影响教学质量和效果的决定性因素,教学认知能力是教师以教学系统为认知对象,对教学目标、学习任务、学习者特点、教学策略与方法以及教学情境等进行分析判断的能力,关系到教师专业发展和有效教学的实现。本文将中小学教师教学认知能力发展的理论研究和实践调查相结合,围绕中小学教师教学认知能力发展过程中存在的问题提出针对性建议,以帮助中小学教师提高教学认知能力,提升教学质量。全文主要由四部分组成:第一部分,绪论。首先,从基于教学认知能力在有效教学中基础性地位的思考、基于教师专业发展核心力的视域以及个人教育研究的现实感悟三个角度阐述了研究缘由;接着,对国内外已有相关研究进行了文献综述;最后,简要介绍了本研究的目的、研究的理论和实践意义及研究的具体思路和方法。第二部分,中小学教师教学认知能力的内涵界定及要素构建。提炼与界定研究相关的核心概念-教学、认知能力、教学认知能力。分析与建构教学认知能力的构成要素,包括对教学目标的理解力、对教学对象的知觉力、对教学情境的辨别力、对教学资源的分析力、对教学策略的选择力及教学思维能力,共六部分内容。第三部分,中小学教师教学认知能力发展现状的调查研究。首先,在全面掌握已有研究成果的基础上,制定研究计划进行研究设计,编制了信效度良好的《中小学教师教学认知能力调查问卷》和中小学教学认知能力访谈提纲。然后,深入调查对象所在学校,运用纸质问卷和电子问卷相结合的方式,发放问卷并回收。利用SPSS统计分析软件对回收的有效问卷进行数据录入和分析。同时,结合教师访谈资料对调查结果进行探讨总结。最后,结合前期理论思辨成果和中期实践调查结果,了解当前中小学教师教学认知能力的发展现状,明确当前中小学教师教学认知能力发展过程中存在的问题,分析影响其发展的关键因素。第四部分,中小学教师教学认知能力的发展策略探索。结合调查研究结果的分析和理论文献的梳理,提出了提升中小学教师教学认知能力的有效策略和实施路径,包括提升教师专业发展内驱力、塑造教学意志品质、开展校本教学策略培训、强化教学反思能力、实施以问题解决能力提升为目的的校本教研五个方面。
[Abstract]:As a unified activity to promote the development of students in a specific classroom field, classroom teaching is the most direct and most concentrated reflection of educational objectives, training goals and the realization of teaching goals. Therefore, the quality of classroom teaching is directly related to the purpose of teaching and the degree of achieving the goal. To a certain extent, teachers' teaching cognitive ability is the decisive factor that affects the quality and effect of teaching. The ability of analyzing and judging teaching strategies and methods, as well as teaching situations, is related to the professional development of teachers and the realization of effective teaching. This paper combines the theoretical research and practical investigation of the development of primary and secondary school teachers' teaching cognitive ability, and puts forward some specific suggestions on the problems existing in the process of the development of primary and secondary school teachers' teaching cognitive ability. In order to help primary and secondary school teachers to improve their teaching cognitive ability and improve the quality of teaching. The full text is composed of four parts: the first part, introduction. First of all, based on the thinking of the basic position of teaching cognitive ability in effective teaching, the perspective of the core force of teacher professional development and the realistic perception of personal education research, this paper expounds the reasons of the research. Finally, the purpose of this study, the theoretical and practical significance of the study, and the specific ideas and methods of the research are briefly introduced. The second part, the connotation of primary and secondary school teachers' teaching cognitive ability and the construction of elements. Refining the core concepts related to the definition of research-teaching, cognitive ability, teaching cognitive ability. Analysis and construction of the elements of teaching cognitive ability, including the understanding of teaching objectives, the perception of teaching objects, the discrimination of teaching situations, the analysis of teaching resources, the ability to choose teaching strategies and the ability of teaching thinking. A total of six parts of the content. The third part, the primary and secondary school teachers' teaching cognitive ability development present situation investigation and research. First of all, on the basis of mastering the existing research results, the research plan is designed, and the questionnaire of teachers' teaching cognitive ability of primary and middle school teachers with good reliability and validity is compiled, and the interview outline of teaching cognitive ability of primary and middle schools is drawn up. Then, the paper questionnaire and electronic questionnaire are used to distribute the questionnaire and recycle it. The data input and analysis of the valid questionnaire are carried out by using SPSS statistical analysis software. At the same time, combined with teacher interview data to explore the results of the survey. Finally, combined with the early theoretical thinking results and the interim practical investigation results, we understand the current situation of the development of primary and secondary school teachers' teaching cognitive ability, and clarify the existing problems in the process of the development of primary and secondary school teachers' teaching cognitive ability. The key factors affecting its development are analyzed. The fourth part, the primary and secondary school teachers' teaching cognitive ability development strategy exploration. Combined with the analysis of the research results and the combing of the theoretical literature, this paper puts forward effective strategies and implementation paths to improve the teachers' teaching cognitive ability, including enhancing the teachers' professional development drive and shaping the quality of teaching will. Carrying out school-based teaching strategy training, strengthening teaching reflective ability, and implementing school-based teaching and research aiming at improving problem-solving ability.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

【参考文献】