全日制教育硕士课堂教学行为优化策略
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摘要
21世纪是一个真正的技术时代,科学技术在经济社会发展和人类文明进程中发挥了更加明显的基础性和带动性作用。知识和技术日新月异,社会分工越来越细,对从业人员的技术含量和专业化程度要求也越来越高。为了更好地满足国家经济建设和社会发展对高层次应用型人才的迫切需要,教育部自2009年起,扩大招收以应届本科毕业生为主的全日制硕士专业学位范围,开展全日制硕士专业学位研究生教育。
全日制教育硕士作为教育专业学位的研究生,要面向中小学的实际教学工作。为此,他们不仅要具有扎实的学科专业知识和教育教学管理等理论基础,并且要适应中小学教师教学工作,具有良好的职业素养和较强的驾驭教学实际的能力,能够承担教学和管理工作。作为高层次应用型人才,实际能力很重要。为此,必须强化全日制教育硕士研究生培养过程中的教育实践环节。课堂教学行为优化是教育实习的重要组成部分,是教学理论指导形成的实践行为,是教学实践能力的重要体现。可见,全日制教育硕士课堂教学行为的优化是教学实际能力提高和发展的基础,也是专业教师培养的重要组成部分。
本文以基础教育改革纲要和国际教师能力标准为依据,以马克思主义关于人的全面发展学说,新课程的教学理念,人类学中的“功能主义理论”、“文化理论”,心理学中的“行为学习理论”、“社会学习理论”,教育心理学,教育学中的教育观念等为理论指导,采用比较研究法、综合分析法、归纳法、调查法等研究方法。主要从以下几个方面来讨论：诠释全日制教育硕士的特点,从研究主体角度解决全日制教育硕士课堂教学行为优化的重要性突出研究创新点；揭示课堂教学行为的涵义、分类,对课堂教学行为进行深入剖析,解释课堂教学行问题；分析课堂教学行为优化研究的理论基础和调查研究的依据；从实践角度出发,全日制教育硕士课堂教学行为的调查分析；针对调查现状和问题,提出全日制教育硕士课堂教学行为的优化策略。
目前,国内外有关课堂教学行为研究已经取得很多成就,有很多研究已经涉及到师范生和新入职教师,但对于全日制教育硕士课堂教学行为研究还比较少。
基于以上分析,本文在现有国内外课堂教学行为研究的基础上,结合全日制教育硕士——“准专业教师”应用型、理论型、研究型的特点以及发展现状,通过调查分析全日制教育硕士的课堂教学行为,提出课堂教学行为存在的问题：实习管理松懈,指导不足；观念与行为、理论与实践脱节；对课堂教学行为认识的片面；呈示行为科学性、规范性差；对话行为流于形式,质量不高；指导行为缺乏针对性；辅助教学行为运用不足,并且针对这些问题提出了全日制教育硕士课堂教学行为的优化策略。
本研究对优化全日制教育硕士课堂教学行为,提高教育实习的效果,激发实习者潜力,实现发展和创新,以及对以后进行教学实践反思和调节教学活动有重要的意义。同时,本研究也可为学校和各类培养、培训师资的机构提供借鉴,对促进教师的专业化发展意义深远。全日制教育硕士课堂教学行为研究可以为他们个体的专业发展提供更为直接和真实的帮助,同时也可以为课程与教学论的发展开辟一个新的研究方向。
The 21st century is a real age of technology, science and technology in the economic and social development and human civilization play the more obvious basis and prominent role. Knowledge and technological change, polarized society becoming fine, the number of technical and professional level is increasingly higher requirements. To better meet the national economic and social development for the urgent need of applicable and exclusive people, the ministry of education by 2009, since the fresh graduates are enrolled in university of science degree in full-time professional area, full-time graduate master's degree in professional education.
Full-time master of education as a master's degree in education is going to face the reality teaching of primary and secondary graduate. For this reason, they should not only have a solid professional knowledge and science education teaching management theoretical basis, but also adapt to primary and secondary school teachers' teaching work, with a good job well and strong piece of real ability to undertake teaching and management. As a higher level and applicable people, real ability is very important. So we must strengthen training for full-time master of education during the process of practice. Improving of teaching behaviors in class is an important component of the education of practice, is the practice of teaching theories and the embodiment of teaching capability. The improving of full-time master of education of class teaching behaviors is the foundation for improving and development the actual ability, is also the important component of professional teacher training.
This article is based on the basic education reform program and the ability of the international standard, led by some theory such as:the Marxist theory of the overall development of the people, new courses of instruction, the function of anthropology "theories" and "culture theory", meaning of "learning" and "learning the theory of social theory", educational psychology and education in view of the theoretical direction, adopt the means of relatively, comprehensive analysis, research and investigation, qualitative and quantitative research combined. Mainly from the following areas for discussion:the meaning and classification of the teaching behaviors in class, the research of basic theories of study on improving the class teaching behaviors, the investigation and analysis of full-time education, the strategy of optimization the teaching behaviors of full-time master of education.
At present, the class teaching conduct research has made many achievements, many studies have been involved with new teachers, but the class teaching conduct research of full-time master of education is still comparatively rare.
Based on the above analysis, this article is on the basis of the class teaching conduct research at home and abroad, coalescent the feature of full-time educational masters-'future professional teachers' such as application, theory and research ability. This article by a surveying and analysis of the situation of full-time educational masters' class teaching conduct raises some problems of class teaching behavior, such as: management and direction of practice to relax, theory and practice to disjoint, one-sided understanding on class teaching behavior, conduct lack of scientific and normalization, dialogue limit to the formality, without high quality, guiding actions lack of relevant, the insufficient application of supplementary teaching behavior. Against these problems, this article lodges some strategies to the full-time educational masters for the class teaching conduct.
This research on improving class teaching conduct for full-time educational masters and the effect of education, stimulated the practice of the potential for development and innovation, and teaching practice and regulate teaching activities have important significance. At the same time, the research can provide relevant to school and all kinds of institutions of trained teachers, and promote the professional development of far-reaching significance. The research of full-time educational masters for class teaching conduct can optimize their individual to provide professional development of more immediate and actual help, but also open a new study for the course of development and pedagogical.
全日制教育硕士作为教育专业学位的研究生,要面向中小学的实际教学工作。为此,他们不仅要具有扎实的学科专业知识和教育教学管理等理论基础,并且要适应中小学教师教学工作,具有良好的职业素养和较强的驾驭教学实际的能力,能够承担教学和管理工作。作为高层次应用型人才,实际能力很重要。为此,必须强化全日制教育硕士研究生培养过程中的教育实践环节。课堂教学行为优化是教育实习的重要组成部分,是教学理论指导形成的实践行为,是教学实践能力的重要体现。可见,全日制教育硕士课堂教学行为的优化是教学实际能力提高和发展的基础,也是专业教师培养的重要组成部分。
本文以基础教育改革纲要和国际教师能力标准为依据,以马克思主义关于人的全面发展学说,新课程的教学理念,人类学中的“功能主义理论”、“文化理论”,心理学中的“行为学习理论”、“社会学习理论”,教育心理学,教育学中的教育观念等为理论指导,采用比较研究法、综合分析法、归纳法、调查法等研究方法。主要从以下几个方面来讨论：诠释全日制教育硕士的特点,从研究主体角度解决全日制教育硕士课堂教学行为优化的重要性突出研究创新点；揭示课堂教学行为的涵义、分类,对课堂教学行为进行深入剖析,解释课堂教学行问题；分析课堂教学行为优化研究的理论基础和调查研究的依据；从实践角度出发,全日制教育硕士课堂教学行为的调查分析；针对调查现状和问题,提出全日制教育硕士课堂教学行为的优化策略。
目前,国内外有关课堂教学行为研究已经取得很多成就,有很多研究已经涉及到师范生和新入职教师,但对于全日制教育硕士课堂教学行为研究还比较少。
基于以上分析,本文在现有国内外课堂教学行为研究的基础上,结合全日制教育硕士——“准专业教师”应用型、理论型、研究型的特点以及发展现状,通过调查分析全日制教育硕士的课堂教学行为,提出课堂教学行为存在的问题：实习管理松懈,指导不足；观念与行为、理论与实践脱节；对课堂教学行为认识的片面；呈示行为科学性、规范性差；对话行为流于形式,质量不高；指导行为缺乏针对性；辅助教学行为运用不足,并且针对这些问题提出了全日制教育硕士课堂教学行为的优化策略。
本研究对优化全日制教育硕士课堂教学行为,提高教育实习的效果,激发实习者潜力,实现发展和创新,以及对以后进行教学实践反思和调节教学活动有重要的意义。同时,本研究也可为学校和各类培养、培训师资的机构提供借鉴,对促进教师的专业化发展意义深远。全日制教育硕士课堂教学行为研究可以为他们个体的专业发展提供更为直接和真实的帮助,同时也可以为课程与教学论的发展开辟一个新的研究方向。
The 21st century is a real age of technology, science and technology in the economic and social development and human civilization play the more obvious basis and prominent role. Knowledge and technological change, polarized society becoming fine, the number of technical and professional level is increasingly higher requirements. To better meet the national economic and social development for the urgent need of applicable and exclusive people, the ministry of education by 2009, since the fresh graduates are enrolled in university of science degree in full-time professional area, full-time graduate master's degree in professional education.
Full-time master of education as a master's degree in education is going to face the reality teaching of primary and secondary graduate. For this reason, they should not only have a solid professional knowledge and science education teaching management theoretical basis, but also adapt to primary and secondary school teachers' teaching work, with a good job well and strong piece of real ability to undertake teaching and management. As a higher level and applicable people, real ability is very important. So we must strengthen training for full-time master of education during the process of practice. Improving of teaching behaviors in class is an important component of the education of practice, is the practice of teaching theories and the embodiment of teaching capability. The improving of full-time master of education of class teaching behaviors is the foundation for improving and development the actual ability, is also the important component of professional teacher training.
This article is based on the basic education reform program and the ability of the international standard, led by some theory such as:the Marxist theory of the overall development of the people, new courses of instruction, the function of anthropology "theories" and "culture theory", meaning of "learning" and "learning the theory of social theory", educational psychology and education in view of the theoretical direction, adopt the means of relatively, comprehensive analysis, research and investigation, qualitative and quantitative research combined. Mainly from the following areas for discussion:the meaning and classification of the teaching behaviors in class, the research of basic theories of study on improving the class teaching behaviors, the investigation and analysis of full-time education, the strategy of optimization the teaching behaviors of full-time master of education.
At present, the class teaching conduct research has made many achievements, many studies have been involved with new teachers, but the class teaching conduct research of full-time master of education is still comparatively rare.
Based on the above analysis, this article is on the basis of the class teaching conduct research at home and abroad, coalescent the feature of full-time educational masters-'future professional teachers' such as application, theory and research ability. This article by a surveying and analysis of the situation of full-time educational masters' class teaching conduct raises some problems of class teaching behavior, such as: management and direction of practice to relax, theory and practice to disjoint, one-sided understanding on class teaching behavior, conduct lack of scientific and normalization, dialogue limit to the formality, without high quality, guiding actions lack of relevant, the insufficient application of supplementary teaching behavior. Against these problems, this article lodges some strategies to the full-time educational masters for the class teaching conduct.
This research on improving class teaching conduct for full-time educational masters and the effect of education, stimulated the practice of the potential for development and innovation, and teaching practice and regulate teaching activities have important significance. At the same time, the research can provide relevant to school and all kinds of institutions of trained teachers, and promote the professional development of far-reaching significance. The research of full-time educational masters for class teaching conduct can optimize their individual to provide professional development of more immediate and actual help, but also open a new study for the course of development and pedagogical.
引文
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[9]王曦.有效教学和低效教学的课堂行为差异研究[J].教育理论与实践,2000,(9)：50-53.
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