中学历史教师专业发展视角下的历史教育叙事研究
发布时间：2018-08-08 14:08
【摘要】：进入21世纪,在新一轮课程改革的影响下,教师的专业发展问题进一步受到教育界的广泛关注。目前学术界比较一致的观点是,中小学教师从事教育科研活动是促进其专业发展的重要途径之一。教育叙事研究作为一种新型的教育研究方法,是一种适合教师参与、利于教师个体专业发展的有效途径。历史教育叙事研究作为教育叙事研究的一个重要分支,对中学历史教育教学产生了重要影响。其“叙事描写+教学反思”的研究手段,可以改进历史教师的课堂教学,提高历史教师的专业素养,促进历史教师的专业发展,为历史教师的教育教学研究提供崭新的视角。本文主要采用文献分析、案例分析等研究方法,以“中学历史教师的专业发展”为切入点,从理论维度论述了历史教育叙事研究对中学历史教师专业发展的意义;从实践维度归纳总结出中学历史教师开展历史教育叙事研究的基本程序及注意事项。作者的研究目的在于为完善历史教育叙事研究的基本程序以及促进中学历史教师的专业发展贡献一丝绵薄之力。除绪论和结语外,正文主要包括四章内容:第一章内容为历史教育叙事研究概述,主要由三部分构成:历史教育叙事研究的相关概念界定;历史教育叙事研究的理论基础;历史教育叙事研究的特点。第二章内容为历史教育叙事研究对中学历史教师专业发展的意义,主要包括以下四个方面:有助于提升历史教师的科研能力;有助于提高历史教师的教学水平;有助于促进历史教师反思与成长;有助于激发历史教师的职业规划意识。第三章内容为历史教育叙事研究的基本程序,主要归纳为“收集叙事资料——确定研究问题——整理分析资料——撰写研究成果”四个阶段。第四章内容为历史教育叙事研究应该注意的问题,主要包括以下五个方面:坚持研究规范;完善评价标准;提高历史教师的教育理论素养;重视成果的分享与交流;倡导历史教育研究方式的多元化。
[Abstract]:In the 21st century, under the influence of a new round of curriculum reform, the problem of teachers' professional development has been paid more and more attention by the educational circles. At present, there is a consistent view in academic circles that primary and secondary school teachers engaging in educational research activities is one of the important ways to promote their professional development. As a new educational research method, educational narrative research is an effective way for teachers to participate and to develop teachers' individual specialty. As an important branch of educational narrative research, the study of historical educational narrative exerts an important influence on the teaching of history education in middle school. Its research means of "narrative description teaching introspection" can improve the history teachers' classroom teaching, improve the history teachers' professional accomplishment, promote the history teachers' professional development, and provide a new angle of view for the history teachers' education and teaching research. This article mainly uses the literature analysis, the case analysis and so on research method, takes "the middle school history teacher's professional development" as the breakthrough point, from the theory dimension elaborated the history education narration research to the middle school history teacher profession development significance; This paper sums up the basic procedure and matters needing attention for middle school history teachers to carry out the narrative research of history education from the perspective of practice. The purpose of the author's research is to contribute a little to the improvement of the basic procedure of the narrative study of history education and the promotion of the professional development of history teachers in middle schools. In addition to the introduction and conclusion, the text mainly includes four chapters: the first chapter is an overview of the narrative study of historical education, which consists of three parts: the definition of related concepts in the study of narrative of historical education, the theoretical basis of the study of narrative of historical education; The characteristics of narrative study in Historical Education. The second chapter is about the significance of history education narrative research to the professional development of history teachers in middle school. It mainly includes the following four aspects: it is helpful to enhance the history teachers' scientific research ability, to improve the history teachers' teaching level, to improve the history teachers' teaching ability, to improve the history teachers' teaching ability, to improve the history teachers' teaching ability. It is helpful to promote the reflection and growth of history teachers, and to stimulate the consciousness of career planning of history teachers. The third chapter is the basic procedure of narrative research in history education, which is mainly divided into four stages: collecting narrative data-determining research problems-arranging and analyzing data-writing research results. The fourth chapter is about the problems that should be paid attention to in the narrative research of historical education, including the following five aspects: adhering to the research norms; perfecting the evaluation standard; improving the educational theory literacy of the history teachers; paying attention to the sharing and communication of the achievements; To advocate the diversification of the research methods of history education.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
本文编号：2172033
[Abstract]:In the 21st century, under the influence of a new round of curriculum reform, the problem of teachers' professional development has been paid more and more attention by the educational circles. At present, there is a consistent view in academic circles that primary and secondary school teachers engaging in educational research activities is one of the important ways to promote their professional development. As a new educational research method, educational narrative research is an effective way for teachers to participate and to develop teachers' individual specialty. As an important branch of educational narrative research, the study of historical educational narrative exerts an important influence on the teaching of history education in middle school. Its research means of "narrative description teaching introspection" can improve the history teachers' classroom teaching, improve the history teachers' professional accomplishment, promote the history teachers' professional development, and provide a new angle of view for the history teachers' education and teaching research. This article mainly uses the literature analysis, the case analysis and so on research method, takes "the middle school history teacher's professional development" as the breakthrough point, from the theory dimension elaborated the history education narration research to the middle school history teacher profession development significance; This paper sums up the basic procedure and matters needing attention for middle school history teachers to carry out the narrative research of history education from the perspective of practice. The purpose of the author's research is to contribute a little to the improvement of the basic procedure of the narrative study of history education and the promotion of the professional development of history teachers in middle schools. In addition to the introduction and conclusion, the text mainly includes four chapters: the first chapter is an overview of the narrative study of historical education, which consists of three parts: the definition of related concepts in the study of narrative of historical education, the theoretical basis of the study of narrative of historical education; The characteristics of narrative study in Historical Education. The second chapter is about the significance of history education narrative research to the professional development of history teachers in middle school. It mainly includes the following four aspects: it is helpful to enhance the history teachers' scientific research ability, to improve the history teachers' teaching level, to improve the history teachers' teaching ability, to improve the history teachers' teaching ability, to improve the history teachers' teaching ability. It is helpful to promote the reflection and growth of history teachers, and to stimulate the consciousness of career planning of history teachers. The third chapter is the basic procedure of narrative research in history education, which is mainly divided into four stages: collecting narrative data-determining research problems-arranging and analyzing data-writing research results. The fourth chapter is about the problems that should be paid attention to in the narrative research of historical education, including the following five aspects: adhering to the research norms; perfecting the evaluation standard; improving the educational theory literacy of the history teachers; paying attention to the sharing and communication of the achievements; To advocate the diversification of the research methods of history education.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51
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