【作者】 李海红；

【导师】 宋锡全；

【作者基本信息】 贵州师范大学 ， 课程与教学论， 2009， 硕士

【摘要】 以山西省晋中市普通高中生物教师教学知识为关注点,主要围绕教师应该具有什么样的知识、教师目前拥有哪些知识、教师如何发展他们的知识这三个问题,通过问卷调查法、文献法、访谈法、统计分析等方法,揭示当前山西省晋中市普通高中生物教师教学知识的现状及其与新课程改革对教师教学知识的需求之间的差距,并进一步针对教师教学知识的获取途径探讨了生物教师在教学知识发展中存在的一些问题等,以期为新课程改革背景下的生物教师继续教育及高中生物教师教学知识的发展提供一些可以借鉴的材料。研究结果显示目前山西省晋中市高中生物教师教学知识的现状既有适应当前教学所需的一面,同时也有一些不容乐观的地方:教师所掌握的教育技术和课程资源的结合较为乐观、而教师目前所拥有的教学知识仅能够满足现行的部分旧版本教材及其所对应的教学所需、大多数教师缺乏必要的教育理论知识和教学策略等知识。此外,通过定量分析还发现,各种不同的知识来源对发展教师教学知识的重要性各有不同,其中教学经验与反思、与同事之间的日常交流是重要的来源,而其它的来源则是相对重要或者最不重要的。同时,还发现青年教师和中年、老年教师在对发展教学知识的来源重要性的认识上没有太大的差异。最后,针对上述情况和目前的实际需要,提出了如何进一步发展和提高普通高中生物教师教学知识的一些建议:生物教师要提高自我成长意识、强化教学实践和反思、丰富各级教研活动、加强教师与相关专家的沟通、提高继续教育的实效性、减轻生物教师的工作压力。更多还原

【Abstract】 With the methods of questionnaire, document, interview, statistical analysis etc., the paper reveals the gap between the status quo of the teaching knowledge of ordinary senior high school biology teachers in Jinzhong City, Shanxi Prov. and the requirements of the New Curriculum Reform for them by focusing on their teaching knowledge and discussing the following three questions: what teachers should know, what they have known and how they should increase their knowledge. In addition, towards the ways the teachers obtain the teaching knowledge, the paper explores some problems so as to provide some experience for their continuing education and teaching knowledge growth.The study results shows there are both optimistic aspects and problems. On the one hand, the teachers’ teaching skills and curriculum resources are well connected. On the other hand, with their knowledge they can only conduct some teaching materials in old edition and related teaching process; most of teachers are lack of necessary knowledge such as the teaching theories, teaching methods etc. Besides, through quantitative analysis, it is shown various sources to obtain knowledge have different influence on teachers’ teaching knowledge growth. The teaching experience, reassessment and communications with colleagues are among the important ones, while the others are comparatively important or least important. At the same time, it is reflected except some typical aspects, there are no major differences on the approaches for the young teachers, mid-aged teachers and senior teachers to increase their teaching knowledge.At last, based on the status above and demands of the current situation, the paper puts forward several suggestions: to strengthen the teaching practice and reassessment, vary the teaching activities, improve the practical results of the continuing education, promote the communications of biology teachers and experts, reduce the biology teachers’ working pressure. And the key factor of all is to train the teachers’ self-developing awareness and practice.更多还原