本文選題：專業(yè)標準 + 新任教師�。� 參考：《華中師范大學》2015年碩士論文

【摘要】：為了進一步促進新任高中地理教師教學反思能力的發(fā)展,提升地理教師的專業(yè)能力,在《專業(yè)標準》的基礎下,本文從理論和實踐兩個不同的層面對新任高中地理教師的教學反思能力展開了研究。理論研究部分：第一,梳理了教師教學反思、及教學反思能力研究的文獻綜述；第二,構建高中地理教師教學反思能力的結構。在實踐研究部分,本研究利用問卷調查和訪談法展開研究。調查顯示當前新任高中地理教師教學反思能力總體水平偏低,影響因素主要有個人理想的差異性、學校氛圍的影響、教育機制的局限、教學壓力大、教育培訓缺失及教育理念落后。根據調查結果,提出三項培養(yǎng)原則：政策導向性原則、人文關懷原則和實踐導向原則；從三個不同層面提出培養(yǎng)策略：分別是教育體制、學校機制和教師自身。本研究主要包括六個部分：第一部分：明確本文意義、梳理研究現狀、確立研究方案。第一部分為本文的研究指明了方向。第二部分：研究背景的分析。從政策、地理學科、新任教師專業(yè)發(fā)展三個層次論述了本文研究必要性和迫切性。第三部分：在《專業(yè)標準》的指導下,構建高中地理教師教學反思能力結構。第四部分：本部分采用問卷調查法和訪談結合的研究方法。首先,對100名新任高中地理教師展開問卷調查；然后,邀請兩位專家型高中地理教師展開訪談,主要研究結論有：一、教學反思能力存在的問題有：教學反思能力總體水平不高、收集信息渠道單一、未能掌握多種反思方法、自我診斷的科學性不足以及回歸實踐的行動力弱。二、教學反思能力的影響因素有：教育機制的局限、教育評價缺失、學校氛圍的影響、個人理想的差異性、教學壓力大及教育理念滯后。第五部分：在深入剖析新任高中地理教師在教學反思能力的現狀及影響因素的基礎上,本部分從兩個方面展開：首先,提出了新任高中地理教師教學反思的培養(yǎng)原則：政策導向性原則、人文關懷原則以及實踐導向原則原則。然后,從三個不同方面為新任高中地理教師教學反思能力的培養(yǎng)提出建議措施,分別是：教育機制、學校體制及教師自身這三個層面。第六部分：結論與展望。本部分主要從三個方面展開：總結研究結論、反思不足之處、展望后續(xù)研究。
[Abstract]:In order to further promote the development of teaching reflective ability of new senior high school geography teachers and enhance the professional ability of geography teachers, on the basis of "Professional Standards", This paper studies the teaching reflective ability of new senior high school geography teachers from two different aspects: theory and practice. Theoretical research part: first, combing the literature review of teachers' teaching reflection and teaching reflective ability; second, constructing the structure of senior high school geography teachers' teaching reflective ability. In the part of practical research, the research is carried out by questionnaire and interview. The investigation shows that the overall level of teaching reflective ability of new high school geography teachers is on the low side, and the influencing factors are mainly the difference of individual ideal, the influence of school atmosphere, the limitation of educational mechanism, and the pressure of teaching. Lack of educational training and backward educational concept. According to the results of the investigation, this paper puts forward three training principles: the policy-oriented principle, the humanistic care principle and the practice-oriented principle, and puts forward the training strategies from three different levels: the education system, the school mechanism and the teachers themselves. This research mainly includes six parts: the first part: clear the significance of this paper, combing the status quo and establishing the research program. The first part points out the direction of this study. The second part: the analysis of the research background. This paper discusses the necessity and urgency of this study from three levels: policy, geography and new teachers' professional development. The third part: under the guidance of Professional Standards, the structure of teaching reflective ability of geography teachers in senior high school is constructed. Part four: this part adopts the method of questionnaire and interview. First of all, 100 new senior high school geography teachers were investigated by questionnaire. Then, two expert senior high school geography teachers were invited to conduct interviews. The main conclusions are as follows: 1. The problems of teaching reflective ability are: the overall level of teaching reflective ability is not high, the channel of collecting information is single, the ability of self-diagnosis is not scientific enough and the action ability of returning to practice is weak. Second, the influencing factors of teaching reflective ability are: the limitation of educational mechanism, the lack of educational evaluation, the influence of school atmosphere, the difference of individual ideal, the great pressure of teaching and the lag of educational idea. The fifth part: on the basis of deeply analyzing the present situation and influencing factors of the new geography teacher's reflective ability in teaching, this part starts from two aspects: first, This paper puts forward the training principles of teaching reflection of new geography teachers in senior high school, such as policy-oriented principle, humanistic care principle and practice-oriented principle. Then, the author puts forward some suggestions from three aspects: education mechanism, school system and teachers themselves. The sixth part: conclusion and prospect. This part mainly starts from three aspects: summing up the research conclusion, introspecting the deficiency, looking forward to the follow-up research.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

【參考文獻】

相關期刊論文 前10條

1 朱欣欣;陳凡;;美國新任教師教學知識和能力考試體系的分析及啟示[J];教師教育研究;2006年06期

2 邵光華;顧泠沅;;中學教師教學反思現狀的調查分析與研究[J];教師教育研究;2010年02期

3 高鑫;中學政治教師教學實踐反思能力培養(yǎng)的研究[J];黑龍江教育學院學報;2000年04期

4 孔凡哲;王威威;;教師教學反思的兩種基本方法——基于個案研究的歸納分析[J];教育理論與實踐;2009年04期

5 吳衛(wèi)東,駱伯巍;教師的反思能力結構及其培養(yǎng)研究[J];教育評論;2001年01期

6 余國良;;教學反思素養(yǎng)的系統(tǒng)建構[J];教育理論與實踐;2008年23期

7 仇惠龍;茹榮芳;;新任教師專業(yè)發(fā)展有效途徑的調查分析[J];教育探索;2007年07期

8 楊鑫;霍秉坤;;論教師直覺性教學決策與教學反思的關系[J];教育發(fā)展研究;2012年18期

9 馬文杰;;教學反思:教師專業(yè)成長的應然選擇[J];教育探索;2012年10期

10 李敏;彭冰;;新課程背景下的教學反思[J];現代中小學教育;2010年06期

，

本文編號：2114297