本文關(guān)鍵詞： 教師 課堂教學(xué) 教學(xué)自由 限度　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教師課堂教學(xué)自由是近年來教育教學(xué)中的一個(gè)熱點(diǎn)話題,也是教育研究者和一線教師群體面臨的實(shí)踐性難題,特別是教師課堂教學(xué)自由的限度的適切性,既是理論研究有待關(guān)照探討的,又是實(shí)踐所亟需解決的問題。課堂教學(xué)是教師教學(xué)活動(dòng)的重要組成部分,是學(xué)生社會(huì)化與個(gè)性化、成長(zhǎng)與成才最有效的活動(dòng),是發(fā)展和培養(yǎng)學(xué)生健全人格的基本途徑。而教師是課堂教學(xué)的引導(dǎo)者,掌控著教學(xué)內(nèi)容、教學(xué)語(yǔ)言以及教學(xué)行為的選擇權(quán),從而有意識(shí)地、有計(jì)劃地向?qū)W生輸出文化價(jià)值與形態(tài)。長(zhǎng)期以來,教學(xué)自由都是教師進(jìn)行課堂教學(xué)的理想追求。但教師的教學(xué)自由是一把雙刃劍:一方面,它為教師課堂教學(xué)創(chuàng)造性提供可能,使教學(xué)活動(dòng)煥發(fā)課堂生命力,促進(jìn)教師自身專業(yè)的發(fā)展和教學(xué)境界的提升,也對(duì)學(xué)生個(gè)性的健全發(fā)展產(chǎn)生重要影響;另一方面,教師的教學(xué)自由在課堂上的過度濫用會(huì)給學(xué)生的精神品性的生成帶來潛移默化的戕害,偏離教育的本質(zhì)。為此,本研究在引言部分闡述了研究緣起、國(guó)內(nèi)外的研究情況以及研究方法等相關(guān)情況。第一部分為教師課堂教學(xué)自由的價(jià)值分析。本章從教學(xué)創(chuàng)造、課堂生命力和教學(xué)美等三方面闡述了教師課堂教學(xué)自由存在的必要性,及其對(duì)教師教學(xué)實(shí)踐活動(dòng)的重要價(jià)值。第二部分為教師教學(xué)自由的內(nèi)涵、特點(diǎn)和類型。探討了自由的內(nèi)涵和教師的教學(xué)自由的概念、教師教學(xué)自由的特點(diǎn)以及教師教學(xué)自由的類型,指出教師的教學(xué)自由是一種精神意志,是一種教師專業(yè)發(fā)展的境界,具有相對(duì)性、文化性、自主性、創(chuàng)造性、藝術(shù)性、適當(dāng)性等特點(diǎn)。第三部分為教師教學(xué)自由誤解的現(xiàn)實(shí)審視。教師的課堂教學(xué)是面向成長(zhǎng)中的學(xué)生,面向未來的教育,具有社會(huì)性。因此,教師的課堂教學(xué)自由不能成為教師放任自我,膨脹自我私欲和權(quán)力的借口,潛在的影響學(xué)生的身心健康發(fā)展。通過透視教師在實(shí)際教學(xué)活動(dòng)中踐行教學(xué)自由的教學(xué)案例,審視了教師在課堂中踐行教學(xué)自由的誤區(qū):在具體的教學(xué)實(shí)踐活動(dòng)中,教師對(duì)教學(xué)自由的功利主義價(jià)值取向及其對(duì)教學(xué)責(zé)任的舍棄、把教學(xué)自由與言論自由混為一談、教學(xué)中的過度教學(xué)創(chuàng)造和教學(xué)話語(yǔ)暴力。教師對(duì)教學(xué)自由的誤解導(dǎo)致教學(xué)自由的價(jià)值陷入危機(jī)。重申教師教書育人的職責(zé)及其在教學(xué)過程中對(duì)學(xué)生的理性引導(dǎo)作用,闡明正確的教學(xué)自由價(jià)值取向?qū)μ嵘處熥陨韺I(yè)發(fā)展及促進(jìn)學(xué)生的健康成長(zhǎng)的作用。最后,在論述了教師教學(xué)自由的現(xiàn)實(shí)誤解的基礎(chǔ)上,本研究在第四部分引申出了教師課堂教學(xué)自由的限度。國(guó)家與社會(huì)倡導(dǎo)教師課堂教學(xué)自由,賦予教師在課堂中的教學(xué)自由是為了能夠培養(yǎng)出具有社會(huì)責(zé)任感、社會(huì)實(shí)踐能力和創(chuàng)新精神的人才,來適應(yīng)現(xiàn)代社會(huì)的需求,為教師提供更多的創(chuàng)造性教學(xué)的行為空間,促進(jìn)教師自身專業(yè)發(fā)展和教學(xué)境界的提升。但課堂教學(xué)是教師在教學(xué)活動(dòng)中帶有一定主觀性理解建構(gòu)的活動(dòng),因此,教師的教學(xué)自由不是絕對(duì)的自由,而是有限度的自由。教師的教學(xué)自由從應(yīng)然狀態(tài)走向?qū)嵺`形態(tài)需要教師在課堂教學(xué)中堅(jiān)守教學(xué)自由的限度:教師在課堂中踐行教學(xué)自由應(yīng)堅(jiān)持以國(guó)家的法律法規(guī)和教育制度為范圍;應(yīng)堅(jiān)持受學(xué)校教學(xué)目的制約;應(yīng)堅(jiān)持受教師教學(xué)理性的約束;應(yīng)堅(jiān)持受教師教學(xué)責(zé)任的規(guī)范。結(jié)語(yǔ)部分,簡(jiǎn)要總結(jié)了教師課堂教學(xué)自由的正當(dāng)性與適當(dāng)性,既要讓教師課堂教學(xué)自由保持一定的張力,也要保障學(xué)生健康成長(zhǎng)的權(quán)益。雖然,教師課堂教學(xué)自由在教學(xué)實(shí)踐中還面臨著困難。但我堅(jiān)信,教師通往教學(xué)自由王國(guó)之路是走出來的,只要走下去,就一定能走到教學(xué)自由王國(guó)。
[Abstract]:Teachers' classroom teaching freedom is a hot topic in education and teaching in recent years, the practice is also facing problems of education researchers and teachers groups, especially the appropriateness of teachers' classroom teaching freedom, is not only the theory needs to be discussed is the practice of care, the need to solve the problem of classroom teaching is an important component. Some teachers in the teaching activities, students socialization and personalization, growth and success of the most effective activities, is the development and basic ways to cultivate students' healthy personality. But the teacher is teaching guide, control the teaching content, choice of teaching language and teaching behavior, and consciously plan. To value and form students' cultural output. For a long time, the freedom of teaching is the teacher in the classroom teaching ideal. But the freedom of teaching is a double-edged sword: on the one hand, it is to teach Classroom teaching may provide creative teaching activities, classroom full of vitality, and promote the professional development of teachers themselves and improve their teaching state, also have an important impact on the healthy development of the personality of students; on the other hand, the freedom of teaching in the classroom to generate excessive abuse of spirit of the students bring a subtle damage the essence of deviation education. Therefore, this study describes the origin of the study in the introduction part, the research situation at home and abroad as well as research methods and other relevant circumstances. The first part analyses the value of teachers' classroom teaching for free. This chapter from the creation of teaching, classroom teaching vitality and beauty on three aspects of the necessity of teachers' classroom teaching freedom, and the value of teachers' teaching practice. The second part is the connotation of teachers' teaching freedom, characteristics and types. And discusses the connotation of free education The concept of teacher freedom of teaching, teaching and teaching characteristics of freedom free type, pointed out that the freedom of teaching is a kind of spirit, is a kind of teacher professional development level is relative, the culture, autonomy, creativity, artistic features, etc. the third part is the proper teaching the reality of freedom misunderstanding. Teachers' classroom teaching is facing the growth of the students, the future of education, with the community. Therefore, teachers in the classroom teaching can't be a teacher and indulge yourself, self lust and power expansion excuse, the potential impact of physical and mental health of students. Through the perspective of teachers in teaching activities the practice of teaching free teaching cases, teachers examine errors in classroom practice teaching Freedom: in the specific teaching practice, utilitarian value of teachers' teaching free from And to give up on the responsibility of teaching, the teaching of freedom and freedom of speech confused, excessive teaching in the teaching of creation and teaching discourse violence. Teachers' misunderstanding of teaching freedom in teaching the value of freedom in crisis. That the teachers' responsibilities and the teaching effect on the students' rational guide in the process of teaching, to clarify the value of freedom the correct orientation to improve teachers' professional development and to promote the healthy growth of the students role. Finally, based on discussing the reality of teaching on the misunderstanding of freedom, this study in the fourth part introduces the teachers' classroom teaching. The limitation of freedom of state and society advocate teaching freedom, give teachers teaching in the classroom. Freedom is in order to cultivate a sense of social responsibility, social practice ability and the spirit of innovation, to meet the needs of modern society, for teachers To provide more space for creative teaching behavior, promote teachers' professional development and improve their teaching state. But classroom teaching is the teacher in the teaching activities of a certain subjective understanding of the construction of teachers' teaching activities, therefore, freedom is not absolute freedom, but freedom. The freedom of teaching from the ideal state to practice teachers need to adhere to the freedom of teaching in the classroom teaching practice of teachers in the classroom: limit the freedom of teaching should adhere to the national laws and regulations and education system should adhere to the restricted scope; teaching goal; teaching teachers should adhere to the restriction of rationality; by teachers teaching should adhere to the responsibility standard. In the conclusion part, a brief summary the legitimacy and appropriateness of teachers' classroom teaching free, only to let the teachers' classroom teaching free to keep certain tension, but also to protect the healthy growth of the students Rights and interests. Although teachers' classroom teaching freedom is still facing difficulties in teaching practice, I firmly believe that the path of teachers to the realm of teaching freedom is coming out. If we go down, we will surely go to the realm of teaching freedom.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G424

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