【作者】 王鹏；

【导师】 王庆新； 蔺学梅；

【作者基本信息】 山东师范大学 ， 学科教学， 2012， 硕士

【摘要】 近些年来，“学案导学”教学理念的提出及在各级各类学校中的运用已是屡见不鲜，大量的研究表明，“学案导学”教学模式在提高学生的自主学习能力方面作用显著。在笔者曾任教四年的山东省德州市临邑一中，“学案导学”模式也已引进多年，但就笔者的亲身体会而言，很多教师可以熟练地背诵学案导学的教学理论，包括如何编制学案、如何使用学案等，甚至可以在学校组织的理论考试中，拿到满分，但没有几位教师曾制作出令全教学组老师都觉得用得“舒服”的学案，更没有几位教师尝试着用学案去训练学生的自主学习能力，基本都是“领着学生做学案”的模式，因此，可以说，理念引进好多年，实践尝试几为零。由于笔者恰是在工作的几年中做出过令全组教师称赞的学案，经过一年的研究生学习，笔者想回过头去验证，如果教师真正投入自己的智慧去做学案，是否首先会对自己的教学产生影响，并在运用学案的过程中，又是否会对学生的自主学习能力产生影响。针对该设想，笔者在临邑一中高三英语组争取到了四位教师做自己研究的合作教师，并在他们所执教的八个班使用笔者与他们共同研发的学案，为期一学期（四个月）。在此过程中，笔者通过认真研读合作教师每周的教学日记，记录他们各自的反思水平变化，并通过每周的非结构性访谈了解他们反思行为的变化，并用Excel对其进行了量化统计。结果表明，随着学案使用的推进与深入，各位教师的反思水平，除了会受到考试的影响外，整体上是呈上升态势的；通过每周的非结构性访谈，笔者还了解到，随着学案的研发，各位教师在自发形成的反思行为方面表现异常活跃，如：在课堂上做出即时性修整的频率以及主动参与集体教研的频率，但在需要一定的意志努力才能实现的反思行为方面只表现出缓慢的上升趋势，如：主动参与听评课的频率与记教学日记的频率。与此同时，笔者还统计了利用学案进行学习过程中学生自主学习能力的变化趋势，利用SPSS19.0对8月份所作的自主学习能力调查问卷的成绩与12月份得出的成绩做了配对样本t检验，结论与前人的研究相同，学案导学教学模式确实可以促进学生自主学习能力的提升；但笔者又进一步比对了自主学习能力调查问卷中涉及的七个不同维度的能力值在8月份和12月份中的差异，结果表明，使用学案进行学习过程中，学生仅在学习方法和学习过程维度产生了较为显著的提高，其他五个维度均无明显提高，这说明在学案导学模式下，自主学习能力的全面提高将是一个非常漫长的过程。本文共有五章——第一章文献综述，主要归纳总结了国内外学者对反思教学、自主学习以及学案导学在这三方面的相关研究；第二章理论依据主要介绍了上述三个概念各自的理论依据；第三章研究的实施过程，包括研究工具及具体步骤的实施；第四章结果与讨论，包括对于调查研究过程中产生的各种数据的解读与分析；第五章结论，包括对于本研究的总结、通过该研究对教学给出的建议以及自身的局限性。更多还原

【Abstract】 In recent years, it has been very common for schools to apply the theory ofLearning Plan to regular teaching since it was raised. A large number of researchesdemonstrate that the pedagogical mode of Learning Plan is efficient in improvingstudents’ autonomous learning ability. NO. 1 Middle School, where the writer hadtaught for four years, has introduced the pedagogy for many years. However, as forthe writer’s own experience, most teachers can recite the relevant theories proficiently,including how to compile and apply the Learning Plan, etc., and even can get fullmarks, while there was seldom a teacher who made a Learning Plan which satisfiedall group, not to say, trained students’autonomous abilities. Most teachers wereaccustomed to teaching students to finish the Learning Plan together, not guiding.Therefore, although the pedagogical mode of Learning Plan was introduced for manyyears, there was hardly real practice. It was the writer who produced several LearningPlans which satisfied most teachers once. While through the postgraduate study forone year, the writer is willing to verify weather the process will have influence onteachers’reflective teaching and students’ autonomous abilities if there is a chance forteachers who has been so familiar with these theories to put their own wisdom tomaking Learning Plan,?To verify the assumption, the writer made the research of Learning Plan in eightclasses with the help of four cooperative teachers.In the process, the writer made notes of the changes of the cooperative teachers’reflective levels by reading the teachers’ teaching journals carefully, and collectedquantification statistics about the changes of their reflective behaviours by Excel 2003through informal interviews every week. It proved that with the development of theLearning Plan’s application every cooperative teachers’ reflective levels rising stably.Although it could be influenced by exams, in general, it presented a rising tendency.With aspect of the changes of reflective behaviours, the ones formed naturally wererising obviously, while the ones realized through a certain willingness were risingslowly.At the same time, the writer also collected quantification statistics about thechanges of the students’ autonomous learning abilities in the process of usingLearning Plan and analysed all statistics by SPSS19.0. It proved that the pedagogical mode of Learning Plan can prompt students’ autonomous learning abilities. However,with regard to the dimensions of autonomous learning, only the aspects of learningmethods and learning process changed obviously, while other five dimensions had noobvious change. It turned out that it would be a long time to foster students’autonomous learning abilities.更多还原