發(fā)布時(shí)間：2018-10-11 19:35

【摘要】：我國(guó)已多次進(jìn)行基礎(chǔ)教育課程改革，國(guó)家及社會(huì)日益重視學(xué)生的全面發(fā)展、個(gè)性化發(fā)展，對(duì)教師的要求也越來越高，呼喚教師形成個(gè)性化的教學(xué)風(fēng)格。中小學(xué)教師教學(xué)風(fēng)格的研究成為世界教師教育發(fā)展的一股潮流，也適應(yīng)了我國(guó)基礎(chǔ)教育課程改革和教師專業(yè)發(fā)展的內(nèi)在要求。教學(xué)風(fēng)格是教學(xué)藝術(shù)趨于成熟的標(biāo)志，是教師專業(yè)發(fā)展到一定高度的產(chǎn)物。小學(xué)語文課程是我國(guó)基礎(chǔ)教育課程體系的重要組成部分，具有不可替代的地位和意義，小學(xué)語文教師擔(dān)負(fù)著培養(yǎng)國(guó)民語言表達(dá)能力、傳播母語文化的重任。小學(xué)語文教師帶領(lǐng)小學(xué)生開啟知識(shí)的大門，可謂小學(xué)生人生的啟蒙者。因此，研究小學(xué)教師個(gè)性化教學(xué)風(fēng)格的形成勢(shì)在必行。 本研究主體由五部分組成，第一章是緒論，，介紹了研究緣起，筆者搜集了相關(guān)論文進(jìn)行分析，發(fā)現(xiàn)文獻(xiàn)中不區(qū)分學(xué)科、學(xué)段的教學(xué)風(fēng)格研究占了相當(dāng)大的比重，這并不利于指導(dǎo)一線教師形成教學(xué)風(fēng)格。本研究具有理論意義和實(shí)踐意義，采用了文獻(xiàn)法、調(diào)查法和案例法進(jìn)行研究。第二章是文獻(xiàn)綜述，由教學(xué)風(fēng)格和小學(xué)語文教學(xué)風(fēng)格兩個(gè)層次構(gòu)成。整理和歸納了國(guó)內(nèi)外關(guān)于教學(xué)風(fēng)格的研究，涉及教學(xué)風(fēng)格的概念、分類、意義、形成途徑等四個(gè)方面。語文教學(xué)風(fēng)格的論述主要以國(guó)內(nèi)學(xué)者的觀念為準(zhǔn)，在此基礎(chǔ)上筆者將小學(xué)語文教學(xué)風(fēng)格定義為：小學(xué)語文教師在長(zhǎng)期的教學(xué)實(shí)踐中，在一定的教育思想和教育理論的指導(dǎo)下，針對(duì)小學(xué)階段的教學(xué)對(duì)象及教材，以自身個(gè)性、特長(zhǎng)為依托，逐步形成的富有成效的教學(xué)方法、教學(xué)技能及教學(xué)藝術(shù)等方面特點(diǎn)的綜合。小學(xué)語文教師教學(xué)風(fēng)格類型則包括自然型、情感型、理智型、幽默型和交叉綜合型。 第三章是問卷與案例分析，通過發(fā)放自編的《小學(xué)語文教師教學(xué)風(fēng)格調(diào)查問卷》了解小學(xué)語文教師對(duì)教學(xué)風(fēng)格的認(rèn)識(shí)與看法，然后呈現(xiàn)三位普通教師成長(zhǎng)為風(fēng)格鮮明的小學(xué)語文教師的案例，揭示現(xiàn)階段小學(xué)語文教師教學(xué)風(fēng)格形成過程中存在的問題。在第四章解讀了小學(xué)語文教學(xué)名師的教學(xué)風(fēng)格，分析名師的教育思想及課堂教學(xué)行為，啟發(fā)一線教師。第五章從教育部門、學(xué)校、教師自身三個(gè)方面提出了小學(xué)語文教師形成教學(xué)風(fēng)格的路徑，希冀調(diào)動(dòng)內(nèi)外在有利因素，創(chuàng)設(shè)條件為小學(xué)語文教師形成個(gè)性化的教學(xué)風(fēng)格提供操作性較強(qiáng)的建議與對(duì)策。 教學(xué)風(fēng)格的形成非一日之功，希望本研究能為小學(xué)語文教師形成教學(xué)風(fēng)格提供一些借鑒與參考。
[Abstract]:Our country has carried on the basic education curriculum reform many times, the country and the society pay more and more attention to the student's all-round development, the individualized development, the request to the teacher is also higher and higher, calls for the teacher to form the individualized teaching style. The research on the teaching style of primary and secondary school teachers has become a trend in the development of teachers' education in the world, and has also adapted to the inherent requirements of the curriculum reform of basic education and the professional development of teachers in China. Teaching style is the sign of maturity of teaching art and the product of teacher's professional development. The primary school Chinese curriculum is an important part of the basic education curriculum system in our country, which has irreplaceable status and significance. The primary school Chinese teachers bear the heavy responsibility of cultivating the national language expression ability and spreading the native language culture. Primary school language teachers lead pupils to open the door of knowledge, is the enlightenment of primary school life. Therefore, it is imperative to study the formation of individualized teaching style of primary school teachers. The main body of this study is composed of five parts. The first chapter is the introduction, which introduces the origin of the research. The author collects and analyzes the relevant papers, and finds that there is no distinction between the subjects in the literature, and the teaching style of the learning section accounts for a considerable proportion. This is not conducive to guiding teachers to form a teaching style. This study is of theoretical and practical significance, using literature, investigation and case law to study. The second chapter is a literature review, which consists of two levels: teaching style and primary school Chinese teaching style. This paper summarizes the research on teaching style at home and abroad, including the concept, classification, significance and formation of teaching style. The discussion of Chinese teaching style is mainly based on the ideas of domestic scholars. On this basis, the author defines the teaching style of primary school Chinese as: in the long term teaching practice of primary school Chinese teachers, under the guidance of certain educational thought and educational theory, In view of the teaching objects and teaching materials in primary school stage, the characteristics of effective teaching methods, teaching skills and teaching art have been gradually formed based on their own personality and specialty. The teaching styles of primary school Chinese teachers include natural type, emotional type, rational type, humorous type and cross-synthesis type. The third chapter is the questionnaire and case analysis, through the distribution of the "Primary School Chinese teacher Teaching style questionnaire" to understand the primary school language teachers' understanding of teaching style and views. Then it presents the case of three ordinary teachers growing up to be Chinese teachers in primary schools, revealing the problems existing in the forming process of the teaching styles of primary school Chinese teachers at this stage. In the fourth chapter, the author interprets the teaching style of the famous teachers in primary school Chinese teaching, analyzes the educational thought and classroom teaching behavior of the famous teachers, and enlightens the front-line teachers. The fifth chapter puts forward the way to form the teaching style of primary school Chinese teachers from three aspects of education department, school and teachers themselves, hoping to mobilize the favorable factors inside and outside. The creation conditions provide operable suggestions and countermeasures for primary school Chinese teachers to form individualized teaching style. It is hoped that this study can provide some reference for primary school Chinese teachers to form teaching style.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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