【摘要】：時(shí)間不可儲存,不可替代,不可逆轉(zhuǎn),浪費(fèi)時(shí)間就是在虛度生命。課堂教學(xué)時(shí)間不僅是教師開展教學(xué)工作的時(shí)間,也是幾十名學(xué)生參與教學(xué)的時(shí)間。在這短短幾十分鐘內(nèi),教師的時(shí)間管理是否有效,決定著著學(xué)生及自身的單位時(shí)間質(zhì)量,影響著師生單位時(shí)間內(nèi)的教學(xué)參與度和成功體驗(yàn),也是教師順利開展教學(xué)活動(dòng)的重要前提。由于多(跨)學(xué)科任教普遍、課時(shí)壓力大,教學(xué)時(shí)間管理經(jīng)驗(yàn)不足,意識不強(qiáng)等原因,農(nóng)村小學(xué)青年教師的課堂教學(xué)時(shí)間管理有效性問題是值得我們關(guān)注的。本研究旨在通過調(diào)查農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理的行為、意識、效果及自我認(rèn)知等方面,了解農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性的現(xiàn)狀,綜合分析農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性存在的問題及其表征,提出提升農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性的相關(guān)建議和策略。本研究從農(nóng)村小學(xué)青年教師這一角度出發(fā),在一定程度上豐富了課堂教學(xué)時(shí)間管理有效性的相關(guān)理論研究,并為提升農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性提供了建議和參考。本研究綜合運(yùn)用文獻(xiàn)法、調(diào)查法、觀察法進(jìn)行研究。通過搜集整理相關(guān)研究資料,了解國內(nèi)外研究現(xiàn)狀,圍繞研究目的編制了農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性的相關(guān)問卷、訪談提綱和《課堂教學(xué)時(shí)間管理觀察表》,探索了課堂教學(xué)時(shí)間管理有效性的特征,在此基礎(chǔ)上建立和分析了《課堂教學(xué)時(shí)間管理有效性評價(jià)指標(biāo)》。研究選取了四川省南充市順慶區(qū)、閬中市、蓬安縣部分農(nóng)村小學(xué)和農(nóng)村小學(xué)青年教師進(jìn)行調(diào)查。通過對教師的問卷和訪談以及實(shí)地觀察,了解農(nóng)村小學(xué)青年教師課堂教學(xué)時(shí)間管理有效性現(xiàn)狀,發(fā)現(xiàn)其有效性存在不足,其主要表征為:課堂教學(xué)時(shí)間規(guī)劃不當(dāng),課堂教學(xué)時(shí)間挪用、空置問題突出和師生難以獲得高水平的成功體驗(yàn)。究其原因,主要為教師課堂教學(xué)時(shí)間管理理念落后、教師課堂教學(xué)時(shí)間管理知識缺乏、教師課堂教學(xué)時(shí)間管理能力不足、學(xué)校及教育主管部門監(jiān)管乏力�；谝陨涎芯�,本文針對當(dāng)前農(nóng)村小學(xué)青年教師課堂小學(xué)時(shí)間管理有效性的不足,在農(nóng)村小學(xué)青年教師層面,提出了樹立課堂教學(xué)時(shí)間管理理念、充實(shí)課堂教學(xué)時(shí)間管理知識、提高課堂教學(xué)時(shí)間設(shè)計(jì)與實(shí)施能力三條建議;在農(nóng)村小學(xué)和教育行政主管部門層面,提出了營造課堂教學(xué)時(shí)間管理有利環(huán)境、約束課堂教學(xué)時(shí)間管理不良行為、開展課堂教學(xué)時(shí)間管理系列培訓(xùn)三條建議。
[Abstract]:Time can not be stored, irreplaceable, irreversible, waste of time is wasted life. Classroom teaching time is not only the time for teachers to carry out teaching work, but also the time for dozens of students to participate in teaching. In these short minutes, whether the teacher's time management is effective or not determines the quality of the students and their own unit time, and affects the teaching participation and successful experience of the teachers and students in the unit time. It is also an important premise for teachers to carry out teaching activities smoothly. Due to the common teaching of many subjects, the pressure of class hours, the lack of experience in teaching time management and the lack of awareness, the effectiveness of classroom teaching time management of young teachers in rural primary schools is worthy of our attention. The purpose of this study is to investigate the behavior, consciousness, effect and self-cognition of classroom teaching time management of young teachers in rural primary schools, and to understand the current situation of the effectiveness of classroom teaching time management for young teachers in rural primary schools. This paper comprehensively analyzes the problems existing in the effectiveness of classroom teaching time management of young teachers in rural primary schools and its characterization, and puts forward relevant suggestions and strategies for improving the effectiveness of classroom teaching time management of young teachers in rural primary schools. From the perspective of young teachers in rural primary schools, this study enriches to some extent the relevant theoretical research on the effectiveness of classroom teaching time management. It also provides suggestions and references for improving the effectiveness of classroom teaching time management for young teachers in rural primary schools. This research uses the literature method, the investigation method, the observation method to carry on the research comprehensively. By collecting and sorting out the relevant research materials and understanding the current research situation at home and abroad, the paper compiled a questionnaire on the effectiveness of classroom teaching time management of young teachers in rural primary schools around the purpose of the research. Based on the interview outline and the observation Table of classroom Teaching time Management, this paper explores the characteristics of the effectiveness of classroom teaching time management, and then establishes and analyzes the Evaluation Index of classroom Teaching time Management effectiveness. The study selected young teachers in Shunqing District, Langzhong City and Pengan County, Nanchong City, Sichuan Province. Based on the questionnaire and interview of teachers and field observation, the present situation of classroom teaching time management of young teachers in rural primary schools is understood, and it is found that there are some shortcomings in classroom teaching time management, which are mainly characterized by improper planning of classroom teaching time. Classroom teaching time misappropriation, vacancy problems and teachers and students are difficult to obtain a high level of successful experience. The main reasons are that teachers' concept of classroom teaching time management is backward, teachers' knowledge of classroom teaching time management is lacking, teachers' ability of classroom teaching time management is insufficient, and the supervision of school and education department is weak. Based on the above research, this paper aims at the deficiency of classroom time management of young rural primary school teachers, and puts forward the concept of classroom teaching time management to enrich the knowledge of classroom teaching time management in the rural primary school young teachers. There are three suggestions on improving the ability of designing and implementing classroom teaching time, and at the level of rural primary school and education administrative department, the author puts forward the idea of creating a favorable environment for classroom teaching time management and restricting the bad behavior of classroom teaching time management. Carry out classroom teaching time management training series of three suggestions.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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本文編號：2251080