基于课例研究的初中生物学教师专业发展研究

发布时间：2018-05-27 11:26

本文选题：课例研究 + 生物学教师　；参考：《鲁东大学》2017年硕士论文

【摘要】：第八次基础教育课程改革目前已进入深化阶段,这对一线生物学教师提出了更高的要求。因此,如何有效地促进生物学教师专业发展成为近几年的热门话题。与此同时,“课例研究”开始走进大家的视野。作为一种新兴的教师专业发展途径,课例研究的出现弥补了传统校本教研的缺陷,在“理论研究”和“实践研究”之间架起了桥梁,能够有效地促进教师成长。本研究在对相关文献进行整理的基础上,选取C中学生物学教师开展的一次课例研究活动为研究对象,采用个案分析的研究方法。通过对案例的全程观察、信息编码以及文本分析,辅之以定量分析的方法,初步得出课例研究对生物学教师专业发展的具体效果主要体现在三个方面:第一,教师专业理念(生成教育研究意识、落实“以生为本”的理念、形成团队合作意识、确立终身学习意识);第二,教师专业知识(细化教育教学知识、深化学科教学知识、外化教师缄默知识);第三,教师专业能力(提升教学专业技能、发展教育评价能力、提升反思能力)。同时,通过对课例研究案例的过程进行详细描述以及观察数据的整理分析,将定性分析和定量分析结合起来,进一步探索出课例研究促进生物学教师专业发展的动力机制主要为关注实践性知识、研究关注点转移至学生以及构建有效的研究成果展示平台三方面。最后,结合自身的观察以及教师访谈,总结出课例研究在促进生物学教师专业发展中遇到的阻碍主要有:常规教学活动的制约、专业理论指导的不足、研究成果实际应用的缺乏以及经验交流平台的不完善。针对以上问题,提出相应的解决对策以期消除阻碍,实现课例研究的效果最优化。具体对策包括三个方面,分别为:(1)学校方面:加大支持力度,促进研究称为常态;(2)指导方面:完善生物学教师培训机制,保证专业有效指导;(3)管理方面:减少过多行政干预,激发生物学教师主体意识;(4)平台方面:利用网络信息技术,搭建交流共享平台。
[Abstract]:The eighth basic education curriculum reform has now entered the deepening stage, which has put forward higher requirements for the frontline biology teachers. Therefore, how to effectively promote the professional development of biology teachers has become a hot topic in recent years. At the same time, the "lesson study" has begun to walk into the field of vision. As a new professional development of teachers, Approach, the emergence of the case study made up the defects of the traditional school based teaching and research, and built a bridge between "theoretical research" and "practical research", which can effectively promote the growth of teachers. On the basis of collation of relevant literature, this study selects a case study of C secondary school biology teachers as the research object and adopts the study. The study method of case analysis. Through the whole course observation of the case, information coding and text analysis, supplemented by quantitative analysis, it is concluded that the specific effects of the case study on the professional development of biology teachers are mainly embodied in three aspects: first, the teacher's professional concept (creating the consciousness of education research and carrying out the theory of "taking life as the base" Thinking, forming a sense of teamwork and establishing a consciousness of lifelong learning; second, teachers' professional knowledge (refining the knowledge of education, deepening the knowledge of subject teaching, and externalizing the tacit knowledge of teachers); third, teachers' professional competence (improving the professional skills of teaching, developing the ability of education evaluation and improving the ability to reflect). The detailed description and the analysis of the observation data, the combination of qualitative analysis and quantitative analysis, to further explore the dynamic mechanism of curriculum research to promote the professional development of biology teachers, mainly concerned with practical knowledge, the transfer of attention to students and the construction of effective research results display platform three aspects. Finally, the combination of Their own observation and teacher interviews summed up the main obstacles in promoting the professional development of biology teachers: the constraints of the routine teaching activities, the lack of professional theory guidance, the lack of practical application of the research results and the imperfect experience exchange platform. Elimination of obstacles to achieve the optimization of the effect of the case study. The specific countermeasures include three aspects: (1) school aspects: increasing support and promoting the study to be normal; (2) guidance: improving the training mechanism of biology teachers and ensuring professional effective guidance; (3) management: reducing excessive administrative intervention and stimulating the main body of biology teachers. Knowledge; (4) platform: using network information technology to build an exchange and sharing platform.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

【参考文献】