本文選題：備課組　切入點：教師專業(yè)學習共同體　出處：《山西師范大學》2017年碩士論文

【摘要】：備課組作為學校內教師最小的組合群體,是學校貫徹教育方針、開展教研活動、促進教師專業(yè)發(fā)展的一個基層組織,是教師直接面對的、關系最密切的專業(yè)組織。無論在內容還是在方式上,學校備課組對教師的教學活動都具有直接的指導意義,最能夠幫助教師獲得成長。伴隨著教師專業(yè)發(fā)展研究的新進展,“教師專業(yè)學習共同體”這一強調教師合作分享的概念受到了許多學者的關注,并把它當作是教師專業(yè)發(fā)展的新范式。國內一些學者認為,教師專業(yè)學習共同體強調的教師合作,與我國傳統(tǒng)的學校組織——備課組的活動方式具有相似之處。但是,備課組是否就是教師專業(yè)學習共同體,或者備課組是否具有發(fā)展為教師專業(yè)學習共同體的潛質,則需要用教師專業(yè)學習共同體的特征框架來剖析備課組的現(xiàn)狀。通過對備課組和教師專業(yè)學習共同體的相關文獻的研究,探討了教師專業(yè)學習共同體的內涵和特征,依據(jù)研究結果構建了四個維度的“教師專業(yè)學習共同體視角下的備課組現(xiàn)狀”分析框架,采用自編問卷、個案訪談的方式,調查了教師對備課組現(xiàn)狀的認識,并結合相關案例,分析了備課組的現(xiàn)狀。從總體情況來看,目前備課組距離真正意義上的教師專業(yè)學習共同體還有一定的差距,四個維度中,分享的決策因素得分最低,是最需要關注的層面。從人口統(tǒng)計學變量分析來看,教師的性別、教齡、受教育程度等并不是影響備課組轉變?yōu)榻處煂I(yè)學習共同體的決定性因素。具體來看:(1)備課組缺失了共享的價值愿景,教師個人的價值愿景則主要局限于學生的學業(yè)成績。(2)教師基本認可備課組活動的重要性,但分享性活動存在形式化的問題;備課組以集體備課、聽評課為主要活動形式,缺乏一定的計劃性和針對性;備課組活動記錄不完善,沒有形成共享性的集體知識。(3)備課組長是學科領頭人,但難以實現(xiàn)競聘上崗,教師基本不參與組內決策。(4)備課組支持性政策制度缺失,評價和獎勵機制不夠合理,活動的時間和地點也有一定的局限性。另外,學校在為備課組提供資源時,存在盲目性和隨意性的問題。分析發(fā)現(xiàn),備課組忽視了共享的價值愿景的重要性、以教師個體為主體的考核評價強調競爭、學校管理過于強調規(guī)則與控制、教師工作負荷過重以及學�？陀^條件的限制等因素一定程度上導致了備課組與教師專業(yè)學習共同體之間的差距。備課組要自下而上建立共同愿景,通過確立教師個人愿景、備課組成員的討論,最后形成共同愿景;教研活動要注重計劃性和多樣性,并重視集體知識的積累;備課組要選拔優(yōu)秀備課組長,同時讓教師參與組內決策;學校要通過合理調動各種資源,給備課組提供強有力的支持。
[Abstract]:As the smallest group of teachers in the school, the lesson preparation group is a grass-roots organization for schools to carry out educational policies, carry out teaching and research activities, and promote the professional development of teachers. It is directly faced by teachers. The most closely related professional organization. Both in content and in the way, the school lesson preparation group has direct guiding significance for teachers' teaching activities. Along with the new development of teacher professional development, the concept of "teacher professional learning community", which emphasizes teacher cooperation and sharing, has attracted the attention of many scholars. And regard it as a new paradigm of teacher professional development. Some domestic scholars believe that the teacher cooperation emphasized by the teacher professional learning community is similar to the traditional school organization in our country-the activity mode of lesson preparation group. Whether the preparatory group is the professional learning community of teachers, or whether the preparatory group has the potential to develop into a professional learning community of teachers, It is necessary to use the characteristic frame of the teacher's professional learning community to analyze the present situation of the lesson preparation group. Through the research on the relevant literature of the lesson preparation group and the teacher's professional learning community, this paper discusses the connotation and characteristics of the teacher's professional learning community. Based on the results of the study, this paper constructs an analytical framework of "the present situation of lesson preparation groups in the Perspective of Teachers' Professional Learning Community", and investigates teachers' understanding of the present situation of lesson preparation groups by means of self-made questionnaires and case interviews, and combines with relevant cases. This paper analyzes the present situation of the lesson preparation group. From the overall situation, there is still a certain gap between the lesson preparation group and the real teachers' professional learning community. Among the four dimensions, the score of shared decision factors is the lowest. From the demographic variables analysis, the gender of the teacher, the length of teaching, Education level is not the decisive factor influencing the transition of lesson preparation group into teacher professional learning community. Specifically, the lesson preparation group lacks a shared value vision. The value vision of teachers is mainly limited to students' academic achievement. 2) Teachers basically recognize the importance of lesson preparation activities, but there are formalized problems in sharing activities. Lack of certain planning and pertinence; the activity record of the lesson preparation group is not perfect, and there is no collective knowledge of sharing.) the course preparation leader is the subject leader, but it is difficult to achieve competitive employment. Teachers basically do not participate in decision-making within the group. 4) lack of supportive policy system, unreasonable evaluation and reward mechanism, and limited time and place of activities. In addition, when schools provide resources for lesson preparation teams, It is found that the importance of shared value vision is neglected by the lesson preparation team. The evaluation and evaluation with the teacher as the main body emphasizes competition, and the school management emphasizes the rules and control too much. The overburden of teachers' work and the limitation of school objective conditions to some extent lead to the gap between the teaching preparation group and the teachers' professional learning community. The lesson preparation group should establish a common vision from the bottom up, and establish the teacher's personal vision by establishing the teacher's personal vision. The discussion of the members of the lesson preparation team finally forms a common vision; the teaching and research activities should pay attention to the planning and diversity, and attach importance to the accumulation of collective knowledge; the preparation team should select the excellent lesson preparation team leader and let the teachers participate in the decision-making within the group; The school should reasonably mobilize all kinds of resources to provide strong support to the lesson preparation team.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G424

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