【摘要】：新一輪基礎(chǔ)教育課程改革,對中學(xué)歷史初任教師的課堂教學(xué)能力提出更高要求。努力拓展歷史教師職業(yè)空間,深化教師角色自我認(rèn)同,堅(jiān)定歷史傳承責(zé)任,將更有效地實(shí)現(xiàn)中學(xué)歷史教學(xué)育人目標(biāo)。初任歷史教師課堂教學(xué)能力深切影響課堂教學(xué)效果,提高中學(xué)歷史初任教師的課堂教學(xué)能力,對提高歷史學(xué)科教學(xué)水平,提高歷史專業(yè)師資業(yè)務(wù)能力,加深課堂歷史文化認(rèn)知及身份認(rèn)同,塑造全球話語環(huán)境中的“中國人”意識(shí),有著關(guān)鍵作用。任教最初幾年,是從學(xué)生向教師角色轉(zhuǎn)變,教師理論與實(shí)踐磨合階段,也是體驗(yàn)職業(yè)責(zé)任,感知角色功能的重要階段。該階段行為與認(rèn)知會(huì)對教師職業(yè)生涯產(chǎn)生重要影響。對于初任教師來說,一方面專業(yè)素養(yǎng)與課堂技能有所欠缺,另一方面在心理上感受到來自學(xué)校、家長與學(xué)生等的工作壓力,同時(shí)初任教師在課堂中存在著較多無效且不盡合理科學(xué)的教學(xué)行為。論文從中學(xué)歷史初任教師這一特定角色關(guān)注入手,通過調(diào)查問卷,了解初任歷史教師課堂教學(xué)能力存在普遍問題,分析初任歷史教師出現(xiàn)問題的原因,并提出有利初任歷史教師課堂教學(xué)能力提高的有效策略。論文針對以下幾個(gè)關(guān)鍵問題進(jìn)行研究。首先,中學(xué)歷史初任教師在課堂教學(xué)能力方面普遍現(xiàn)狀與問題。歷史教師在初任期缺乏相應(yīng)課堂教學(xué)技巧,教學(xué)行為多無效,課堂把控能力低下,教師研究能力較弱。其次,對中學(xué)歷史初任教師存在問題進(jìn)行原因分析。初任歷史教師崗前教育與課堂實(shí)踐結(jié)合較少,初任期職業(yè)角色轉(zhuǎn)換復(fù)雜,歷史專業(yè)知識(shí)與教育理論欠缺等原因造成初任歷史教師課堂教學(xué)能力水平不高。再次,初任歷史教師入職后在知識(shí)素養(yǎng)方面也須重新儲(chǔ)備,包括對專業(yè)知識(shí)的運(yùn)用上重新調(diào)整,教師實(shí)踐性知識(shí)理論的重新積累及教師職業(yè)敏感的重新培養(yǎng)。接著,對中學(xué)歷史初任教師在提高課堂教學(xué)能力方面與角色職業(yè)空間拓展的關(guān)系進(jìn)行研究。初任歷史教師對“課堂教學(xué)”場域的全新認(rèn)識(shí),及教學(xué)實(shí)踐能力從“實(shí)習(xí)”向“實(shí)戰(zhàn)”轉(zhuǎn)變,都與其在初任期角色適應(yīng)問題有關(guān)。最后,從主觀動(dòng)力與客觀因素兩方面探討提高中學(xué)歷史初任教師課堂教學(xué)能力的途徑。
[Abstract]:A new round of basic education curriculum reform puts forward higher requirements for the classroom teaching ability of the new history teachers in middle schools. To expand the career space of history teachers, deepen teachers' role self-identity, and strengthen the responsibility of historical inheritance will achieve the goal of educating students in history teaching in middle schools more effectively. The classroom teaching ability of the new history teacher deeply affects the classroom teaching effect, improves the classroom teaching ability of the history teacher of middle school, improves the teaching level of the history subject, and improves the professional ability of the history teacher. It plays a key role in deepening classroom historical and cultural cognition and identity and shaping the consciousness of "Chinese" in the global discourse environment. The first few years of teaching are the transition from student to teacher role, the running-in stage of teacher's theory and practice, and the important stage of experiencing professional responsibility and perceiving the function of role. This stage of behavior and cognition will have an important impact on the teacher's career. For new teachers, on the one hand, there is a lack of professional accomplishment and classroom skills, on the other hand, they feel the psychological pressure from school, parents and students, etc. At the same time, there are many ineffective and unreasonable scientific teaching behaviors in the classroom. Starting with the concern of the special role of the new history teacher in middle school, this paper, through the questionnaire, finds out that there are common problems in the classroom teaching ability of the new history teacher, and analyzes the reasons for the problems of the new history teacher. And put forward effective strategies to improve the classroom teaching ability of the new history teachers. This paper focuses on the following key issues. First of all, the current situation and problems in the classroom teaching ability of the junior middle school history teachers. The history teachers lack the corresponding classroom teaching skills in the early term, the teaching behavior is more ineffective, the classroom control ability is low, the teachers' research ability is weak. Secondly, the causes of the problems of the new teachers in middle school history are analyzed. The combination of pre-employment education and classroom practice of the new history teacher is less, the transition of career role in the initial term is complicated, and the lack of history professional knowledge and educational theory leads to the low level of classroom teaching ability of the new history teacher. Thirdly, it is necessary to re-reserve the knowledge literacy of the new history teacher, including the readjustment of the application of professional knowledge, the re-accumulation of teachers' practical knowledge theory and the re-cultivation of teachers' professional sensitivity. Then, the relationship between the improvement of classroom teaching ability and the expansion of role-career space is studied. The new understanding of the field of "classroom teaching" and the transformation of teaching practice ability from "practice" to "actual combat" are all related to the adaptation of their roles in the early term. Finally, this paper discusses the ways to improve the classroom teaching ability of the new teachers of middle school history from the aspects of subjective motivation and objective factors.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.51

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