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中职专业课教师学情分析研究

A Study on Students’ Conditions Analysis of Professional Course Teachers in Secondary Vocational Schools

【作者】 汤杰

【导师】 石伟平; 付雪凌;

【作者基本信息】 华东师范大学 , 职业技术教育学, 2020, 硕士

【摘要】 当前,课堂教学在中等职业教育改革中成为“被遗忘的角落”,教师课堂教学理应受到关注。在优化中职课堂教学的众多举措中,学情分析是一个重要抓手。然而学情的分析和应用是当前职教领域理论研究与实践的盲点,因此亟需加强相关研究。本研究以中职专业课教师为研究对象,拓展了学情分析的内涵和外延,将学情分析贯穿教学始终。基于最近发展区、建构主义学习理论、有意义学习等理论基础,结合已有研究基础、课堂观察、深度访谈等构建了中职专业课教师学情分析框架,该分析框架主要围绕“为何要进行学情分析”“如何进行学情分析”“如何应用学情分析结果”三个方面展开。具体而言,其一,之所以强调中职教师学情分析的必要性,是因为学情分析既是遵循一般课堂教学规律的重要体现,也是彰显职业教育教学特色的重要抓手。其二,教师学情分析的内容应囊括学生的前在状态、潜在状态和差异状态;学情分析的方法应囊括定量分析方法和定性分析方法。其三,教师对学情分析结果的应用应囊括教学内容设计、教学策略设计和教学评价设计这三个维度。基于构建的分析框架和指标,本研究开发、修订了问卷,在确保信效度的基础上对江浙沪地区的338名中职专业课教师进行问卷调查。调查研究发现:(1)当前专业课教师对学情内容的分析程度总体不高,且在性别和学历上不存在显著差异。但是,教龄16-20年的专业课教师对学情内容的分析程度要显著高于教龄0-5年的教师;副高级职称教师要显著高于未评职称教师;在校级以上教学大赛获奖的教师要显著高于未获奖教师。(2)教师分析学情时以定性分析方法为主;随着教龄的增长、职称的提升,教师对学情分析工具的选择趋于多元。(3)教师对学情应用的总体程度不高,将学情应用到教学策略设计的程度最低。教师学情应用程度在性别、教龄、职称和学历不存在显著差异,但教龄16-20年、本科和硕士学历、高级职称的专业课教师的应用程度相对较高。结合问卷调查数据和深度访谈可知,当前中职专业课教师在学情分析中尚存在学情分析内容缺失、学情分析方法窄化、学情应用困难等问题,而影响中职专业课教师学情分析的因素包括:教师对学情分析的认知、教师的教学经验和反思能力、教师的教学精力、学生给教师的反馈状态、班级规模大小、学校信息化设备支持等。为优化学情分析,中职专业课教师应树立系统学情分析观,按需分析学情内容;树立科学学情分析观,灵活采用分析方法;树立实用学情分析观,应用学情优化教学。此外,为加强学情分析保障,教师个人需要提升学情分析能力,学校也要综合营造学情分析环境。

【Abstract】 At present,classroom teaching has become a "forgotten corner" in the reform of secondary vocational education,and teachers’ classroom teaching deserves attention.Among the many measures to optimize classroom teaching in secondary vocational education,students’ conditions analysis is an important starting point.However,the analysis and application of students’ conditions is the blind spot of theoretical research and practice in the field of vocational education.Therefore,it is urgent to strengthen related research.In this study,professional course teachers in Secondary Vocational Schools are taken as the research object,the connotation and extension of students’ conditions analysis are expanded,and students’ conditions analysis is run through the whole teaching process.Based on the theoretical foundations of Recent Development Zones,Constructivist Learning Theory,and Meaningful Learning Theory,combined with existing research references,classroom observations,in-depth interviews,etc.,a framework of students’ conditions analysis for teachers in secondary vocational schools was constructed.The analysis framework is mainly based on three questions:Why do students’ conditions analysis? How to analyze students’ conditions? How to apply students’ conditions analysis to optimize teaching? To be more specific,firstly,students’ conditions analysis is not only an important manifestation of following the general classroom teaching laws,but also an important grasp of the characteristics of vocational education and teaching.Secondly,students’ conditions should include students’ pre-existing status,potential status and difference status;methods of students’ conditions analysis should include quantitative analysis method and qualitative analysis method.Thirdly,application dimensions of students’ conditions analysis should include teaching content design,teaching strategy design,teaching evaluation design.Later,based on the analytical framework,research tools were developed andrevised.On the basis of ensuring reliability,a questionnaire survey was conducted among 338 professional course teachers in Jiangsu,Zhejiang and Shanghai.The results of the survey are shown below:(1)The current degree of analysis of students’ conditions by teachers is generally not high,and there is no significant difference in gender and academic qualifications.However,professional course teachers with a teaching age of 16-20 years have a significantly higher degree of analysis of students’ conditions than teachers with a teaching age of 0-5 years;teachers with a deputy senior title have a significantly higher level than teachers with no professional title;teachers who have won awards at school level or above are significantly higher than those non-awarded teachers..(2)Qualitative analysis method is the main method for teachers’ analysis of students’ conditions.With the increase of teaching age and the promotion of professional titles,teachers’ choice of students’ conditions analysis tools tends to be diversified.(3)The overall level of teachers’ application of students’ conditions is not high,and the degree of application is the lowest in teaching strategy design.There is no significant difference in the application of teachers’ academic status in gender,teaching age,professional titles,and academic qualifications,but the application of professional courses teachers with a teaching age of 16-20 years,undergraduate and master’s degrees,and advanced professional titles is relatively high.Combining questionnaire data and in-depth interviews,we can see that there are still many problems in the analysis of students’ conditions of professional course teachers in secondary vocational schools,such as lack of students’ conditions content,narrowing of students’ conditions analysis methods,and difficulty in applying students’ conditions.Factors affecting students’ conditions analysis include teachers’ knowledge of students’ conditions,teachers’ ability to reflect on teaching,teachers’ teaching energy,teacher-student communication status,class size,and school information equipment support.In order to optimize the students’ conditions analysis,teachers should establish a systematic students’ conditions analysis perspective and analyze students’ conditions as needed;establish a scientific students’ conditions analysis perspective and adopt analytical methods flexibly;establish a practical students’ conditions analysis perspective and apply students’ conditions to optimize teaching.In addition,in order to strengthen the guarantee of students’ conditions analysis,individual teachers also need to improve their ability of analyzing students’ conditions,and schools must also comprehensively create a environment for students’ conditions analysis.

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