初中课堂教学失衡问题研究

【作者】 张勇；

【导师】 田建荣；

【作者基本信息】 陕西师范大学 ， 教育博士（专业学位）， 2017， 博士

【摘要】 教改攻坚处,研究正当时。失衡表明事物或系统各部分各要素之间不稳定、不协调、失序的关系。在课堂教学领域,失衡问题频发,但尚未引起足够重视。课堂教学失衡就是在课堂教学实践中由于配置教学资源不当,使全体学生共同发展和全面发展方面不稳定、不协调、失序的问题。本研究遵循“问题—实践”的研究思路。首先,言明研究问题来源和研究价值,对以往研究进行国内外的梳理和评析的基础上,厘清本研究的思路和方法,为研究的开展找准“方向”。其次,“问题从实践中来”,对人们熟视无睹的现象进行理性审视是研究的起点。通过深入初中课堂教学一线,基于课堂观察、听课记录、访谈等日常教学实然状态的凝练,课堂教学失衡问题凸显,即存在学教失衡、身心失衡、承创失衡、情智失衡、德知失衡、同异失衡。深就其因,是教学思维方式对立、教学实践能力薄弱、教学评价制度偏颇和家校联系配合虚化。第三,对课堂教学均衡理论问题进行梳理,以拓展研究的视野并寻找本研究的理论支持为后续解决“失衡”的问题铺平道路。研究以马克思“人的全面而自由发展”观、课堂生态作为课堂教学均衡的理论利器,揭示课堂教学失衡的本质,即课堂教学道德性缺失、感情性麻痹、创造性扼杀和实践性缺场。为直击问题,将核心策略进行聚焦,初步建构课堂教学失衡的调适策略,即从内部矫正与外部协调相向发力。第四,内部矫正策略在实验学校初步实践。一是情智相长互益师生。强调感情先行,以情富智,将“学”、“说”、“唱”、“做”四类行为赋予全新意义;二是循环学习贯通教学。提出“六疑”(即自学寻疑、互帮答疑、倾听解疑、群言辩疑、练习测疑、反思质疑)的课堂教学循环,并与课外学生自主循环“里应外合”相互贯通。三是核心建网举纲目张。研究提出以“基于核心知识结构”为纲,以“教师建网”作为备课的统领,以学生“自主建网”作为课堂产出的回应,形成知识的高阶思维。四是问题导向跟踪提高。采取“问题跟踪”与“变式提高”的方法,紧盯教学问题不留遗存死角,反复攻坚克难直至质量提升。第五,外部协调策略实践在强化教师自我理解、变革教学组织形式、营造校园激励文化和协同家校育人合力等方面大做文章。在教学主体上,以教师自我理解激活师生主体间性,将学生视为伙伴,师生共赴生命前程;在教学形式上,变革组织方式使思维动与静状态和谐互生,网络上与下共鸣合振;在教学文化上,重视人本精神,挖掘学习动机,建构激励氛围;在教学合力上,回归本性良知,家校情感融通,促进学生成才。研究表明,以实践策略逐步调适课堂教学失衡,对初中教学有所助益。课堂教学要朝着均衡的方向努力,在课堂教学实践中尽可能均衡地配置教学资源,使全体学生共同发展和全面发展保持稳定与协调。研究课堂教学尚待进一步精准、专业视域与教学资源配置有待进一步扩展。建立课堂教学失衡或均衡的测量模型,利用大数据技术手段是未来研究的路径。更多还原

【Abstract】 Education reform is in a critical period,educational research is at just the right time.Imbalance indicates that the relationship between the various elements of the system or the system is unstable,uncoordinated and out of order.In the field of classroom teaching,the imbalance problem is frequent,but not enough attention has been paid.The imbalance of classroom teaching is the problem of unstable,uncoordinated and out of order in all the students’ development and overall development due to the improper allocation of teaching resources in classroom teaching practice.This research follows the research approach of from problem to practice.First of all,this research implicit the source and the value of the problem,then on the basis of review and analysis of the previous researches at home and abroad,aiming to clarify the ideas and methods of this research for the direction of the research.Secondly,the "problem comes from practice",and the rational examination of the phenomenon that people turn a blind eye to it is the starting point of the study.Based on classroom observation,interviews and lectures in junior middle schools,classroom teaching imbalance is obvious,they are learning and teaching,physical and mental,inheritance and innovation,emotion and intelligence,moral and knowledge,similarities and differences.The causes of the study shows that the opposition of teaching thinking mode,the weakly practical teaching ability,the biased teaching evaluation system and the misunderstanding between home school and school.Thirdly,the research sort out the theory of classroom teaching balance,in order to broaden the scope of research,and to find the theoretical support of this study,paving the way for the solving the problem of imbalance.The research regards Marx’s"people’s all-round and free development" concept and classroom ecology as the theoretical tool of classroom teaching balance,to reveal the essence of imbalanced classroom teaching which are lack of moral,emotional paralysis,creativity smothering and practical absence.In order to solve the problems,the core strategy should be focused to construct form two ways,that is,internal correction and external coordination.Fourthly,the internal correction strategies are preliminary practice in experimental schools.One is the mutual benefit in emotion and intelligence between teachers and students.Emphasizing "emotion first" and "feeling makes wisdom",the strategy endowed four kinds of behavior,such as learning,speaking,singing and doing with new significance.Two is the cycle of learning through teaching,the strategy put forward the"six doubt" in classroom teaching(i.e.self doubt,seeking help,mutual listening,discussion,testing and reflecting)should be interconnected with students’ self-learning circulation outside of classroom teaching.Three is the core network of knowledge,that is,classroom teaching should use core knowledge structure to guide students to form higher order thinking based on the teachers’ teaching preparation network and the students’ "self construction" as the classroom output response.Four is question oriented and tracking improvement.Take students’ questions and variant questions based on oriented core question as the tracking of teaching,overcome difficulties repeatedly to improve the quality of teaching.Fifthly,the external coordination strategies makes great efforts to strengthen the teacher’s self understanding,change the form of teaching organization,build the campus incentive culture and cooperate with the school education.In the teaching subject,teachers’ self understanding activate the inter subjectivity between teachers and students,students will be regarded as teachers’ partners to the future life.In the form of teaching,change of organization and properly use internet and new media can develop students’ dynamic and static way of thinking.In Teaching atmosphere and culture,students’ spirit of learning and incentive motivation should be paid more attention to.Family and school should communicate with each other periodically and combine their efforts to promote students’ development.The research shows that it is helpful for junior middle school teaching to gradually adjust the imbalance of classroom teaching with practical strategies.Classroom teaching should work in the direction of balance.In classroom teaching practice,the teaching resources should be allocated as balanced as possible,so that all students can develop together and in an all-round way,and maintain stability and coordination.The research of classroom teaching should be further precise,and the professional vision and teaching resource allocation should be further expanded.To establish a measurement model of imbalance or balance in classroom teaching,and to use big data technology means is the path of future research.更多还原