本文選題：教學(xué)反思 + 反思意識��； 參考：《西南大學(xué)》2015年碩士論文

【摘要】：教學(xué)反思是教學(xué)論和教師教育研究等教育學(xué)領(lǐng)域重點研究的課題。研究教學(xué)反思具有重要的意義。教學(xué)反思是促進教師專業(yè)發(fā)展的重要方式,是提升教師專業(yè)化水平的重要途徑。同時,中小學(xué)教師進行教學(xué)反思對學(xué)生的全面發(fā)展、學(xué)校教育質(zhì)量的提高和基礎(chǔ)教育課程改革的順利實施具有重要的促進作用。大量教師通過教學(xué)反思在教學(xué)上取得了巨大的進步,提升了自身專業(yè)化水平。然而,相關(guān)研究和筆者的調(diào)查表明,一部分中小學(xué)教師的教學(xué)反思并不理想,存在問題和不足。通過對調(diào)查資料的分析和歸納,筆者發(fā)現(xiàn)這些教師的教學(xué)反思主要存在以下三個方面的問題：教學(xué)反思意識薄弱、教學(xué)反思方法落后和教學(xué)反思內(nèi)容狹窄。因此,本研究將以這三個方面的問題為著力點,研究如何促進教師的教學(xué)反思。優(yōu)秀教師的成長經(jīng)歷有一定的典型性。對優(yōu)秀教師關(guān)于教學(xué)反思的成功經(jīng)驗進行學(xué)習(xí)和借鑒能夠促進相關(guān)教師的教學(xué)反思。因此,本研究采用質(zhì)的研究方法進行個案研究。通過對一些中學(xué)和老師的考察,筆者選取了重慶市Z縣R中學(xué)的一名優(yōu)秀教師——楊老師作為本研究的個案。筆者運用調(diào)查法、觀察法深入實地對楊老師教學(xué)反思的情況進行了全面且深入細致的考察,獲取了大量關(guān)于楊老師教學(xué)反思方面,尤其是教學(xué)反思意識、教學(xué)反思方法和教學(xué)反思內(nèi)容三個方面的一手資料。通過對這些資料的整理和分析,結(jié)合本研究的重點,筆者重點從教學(xué)反思意識、教學(xué)反思方法和教學(xué)反思內(nèi)容三個方面描述了楊老師教學(xué)反思的發(fā)展情況,歸納總結(jié)了楊老師在這三個方面的優(yōu)秀經(jīng)驗。在教學(xué)反思意識方面,要注意培養(yǎng)問題意識,培養(yǎng)觀察力和想象力,及時總結(jié)反思經(jīng)驗,將教學(xué)反思融入到生活的各個方面,成為生活的一部分。在教學(xué)反思方法方面,要學(xué)習(xí)關(guān)于教學(xué)反思的方法,結(jié)合教學(xué)實際綜合運用多種教學(xué)反思策略,開辟多種教學(xué)反思途徑,創(chuàng)新反思策略。在教學(xué)反思內(nèi)容方面,要不斷拓展教學(xué)反思的內(nèi)容,使教學(xué)反思的內(nèi)容更加全面。同時,筆者在考察中也發(fā)現(xiàn)了楊老師教學(xué)反思存在的一些問題和不足,并在研究中進行了分析和探討。接著,在整理和分析考察資料的基礎(chǔ)上,筆者根據(jù)楊老師教學(xué)反思發(fā)展的情況,從教師個人、教師教育、教師工作環(huán)境三個方面分析了影響楊老師教學(xué)反思發(fā)展的因素。個人因素主要有個人經(jīng)歷、理想信念、性格、興趣、愛好；教育因素主要有普通高等教育和在職培訓(xùn)；學(xué)校因素主要有學(xué)校制度、同事和學(xué)生。最后,本研究從教師個人、教師教育機構(gòu)和教師工作單位三個方面提出了一些促進教師教學(xué)反思發(fā)展的建議和策略。就教師個人而言,教師要努力增強自身的責(zé)任意識,培養(yǎng)自身的問題意識,提高自身的思維能力。就教師教育機構(gòu)而言,第一,培養(yǎng)教師的高等學(xué)校要加強對教師教學(xué)反思的培養(yǎng)；第二,教師培訓(xùn)機構(gòu)應(yīng)加強對教師教學(xué)反思的在職培訓(xùn)。就教師工作單位而言,第一,學(xué)校需要制定合理的教學(xué)反思制度；第二,學(xué)校應(yīng)營造反思的文化氛圍；第三,學(xué)校應(yīng)為教師的教學(xué)反思提供必要的設(shè)備；第四,學(xué)�？梢圆扇《喾N方式增強教師的責(zé)任意識；第五,學(xué)�？梢灾贫ê侠淼慕虒W(xué)評價制度以增強教師的問題意識；第六,學(xué)�？梢詣�(chuàng)造條件培養(yǎng)教師的思維能力。
[Abstract]:Teaching reflection is a key topic in the field of pedagogy and teacher education research. Teaching reflection is of great significance. Teaching reflection is an important way to promote the professional development of teachers and an important way to improve the professional level of teachers. At the same time, primary and secondary school teachers' teaching reflection on students' overall development, School The improvement of the quality of education and the smooth implementation of the curriculum reform of basic education have an important role to promote. A large number of teachers have made great progress in teaching through teaching reflection and promoted their professional level. However, the related research and the author's investigation show that some primary and secondary school teachers' teaching reflection is not ideal and there are problems. Through the analysis and induction of the survey data, the author finds that there are three main problems in the teaching reflection of these teachers: the consciousness of teaching reflection is weak, the method of teaching reflection is backward and the content of teaching rethinking is narrow. Therefore, this study will focus on these three aspects, and study how to promote teachers' teaching. The development of excellent teachers has a certain typical experience. Learning and learning from the successful experience of excellent teachers on teaching reflection can promote the teaching reflection of the teachers. Therefore, this study adopts a qualitative research method for case study. Through the investigation of some middle schools and teachers, the author chooses the Z County of Chongqing City R An excellent teacher, teacher Yang, is a case of this study. The author makes a thorough and thorough investigation on the situation of teacher Yang's teaching reflection by means of investigation and observation, and obtains a large number of reflections on teacher Yang's teaching reflection, especially teaching reflection consciousness, teaching reflection method and teaching reflection content three Through the arrangement and analysis of these materials and the emphasis of this study, the author describes the development of teacher Yang's teaching reflection from three aspects of teaching reflection consciousness, teaching reflection method and teaching reflection content, and summarizes the excellent experience of Yang in these three aspects. In terms of understanding, we should pay attention to training problem consciousness, cultivate observation and imagination, sum up introspection experience in time, integrate teaching reflection into every aspect of life and become a part of life. In the aspect of teaching reflection, we should study the methods of reflection on teaching, combine various teaching reflection strategies in combination with teaching practice, and open up a variety of teaching methods. In the aspects of teaching reflection, we should continue to expand the content of teaching reflection and make the content of teaching reflection more comprehensive. At the same time, the author also found some problems and shortcomings of teacher Yang's teaching reflection in the study. On the basis of the data, the author, according to the situation of teacher Yang's teaching reflection, analyzes the factors that affect teacher Yang's teaching reflection and development from three aspects: Teachers' individual, teacher education and teachers' working environment. Personal factors mainly have personal experience, ideal and belief, character, interest and hobby; education factors mainly have ordinary higher education and in-service. Training; school factors mainly include school system, colleagues and students. Finally, this study puts forward some suggestions and strategies to promote teachers' teaching reflection and development from three aspects: Teachers' individual, teachers' educational institutions and teachers' work units. As for teachers, teachers should strive to strengthen their own sense of responsibility and cultivate their own problem consciousness. To improve the ability of self thinking. For teacher education institutions, first, teachers' colleges and universities should strengthen the training of teachers' teaching reflection; second, teachers' training institutions should strengthen the on-the-job training for teachers' teaching reflection. As for teachers' work units, first, the school needs to formulate reasonable teaching reflection system; second, School We should create a cultural atmosphere of reflection; third, schools should provide necessary equipment for teachers' Reflection on teaching; fourth, schools can take various ways to enhance teachers' sense of responsibility; fifth, schools can formulate reasonable teaching evaluation system to enhance teachers' awareness of problems; sixth, schools can create conditions for teachers to cultivate the thinking of teachers. Dimension ability.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G632.4

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