【作者】 王凤；

【导师】 周福盛；

【作者基本信息】 宁夏大学 ， 课程与教学论， 2021， 硕士

【摘要】 智慧教育的提出为学校的课程建设提供了新的发展方向,同时,也为教师课程领导力的研究开拓了新的思维向度。在智慧教育背景下,教师既要面对智能化信息技术为课堂教学带来的巨大转变,从传统的经验性教学转向基于大数据分析的教学,也要坚持以创生课程为载体,以培养具备创新素养能力及开放性思维的智慧人才为目标,树立起“从标准化生产”向“个性化学习”转变的教育观念,从而不断优化自身的课程领导力,为推动学校课程教学变革、促进学生学习品质的提升提供技术力量。通过对已有文献的分析发现,当前对智慧教育背景下教师课程领导力的研究较少,缺乏对基于智能化环境下教师课程领导力体系的整体建构。因此,探讨智慧教育背景下教师课程领导力的构成要素,在课程实践过程中的现状如何,出现了什么样的问题,有什么样的解决策略,就成为学校在智慧教育转型中需要着重关注的问题。基于此,本研究综合文献分析法、问卷调查法、访谈法以及参与式观察法对智慧教育背景下教师课程领导力进行了探究。首先,对智慧教育背景下教师课程领导力的构成要素、表征、价值进行阐释,以为接下来深入教师课程实践语境提供理论思考。综合智慧教育的智能化特征及其对教师课程领导力提出的新要求,本研究认为教师的课程领导力,即课程价值理解力、课程规划抉择力、课程内容整合力、课程实施指导力、课程评价反思力,主要具有面向课程实践的技术协同性、基于信息可视的感知敏捷性、转向人机合作的智能交互性、依托数据集成的多维反思性这四方面表征,这对适应智慧教育发展,助力课程内容创新;强化信息化胜任力,彰显教师教育智慧;精准刻画学习个体,提升学生学习品质;促进资源互联共享,催生学校信息文化;转变技术驱动理念,推动课堂教学变革;丰富人机参与形式,革新技术融合途径有着重要的价值意义。其次,深入教师的智慧课程实践语境,以银川市X小学教师作为研究对象,通过对调查数据、访谈文本以及课堂观察的分析,发现教师的课程领导力主要存在着围绕学习成绩为中心,课程价值理解指向固化;易化学情信息的分析,课程规划抉择缺乏效度;技术与资源集成不足,课程内容整合局限对待;忽视数据的内在价值,课程实施指导滞于表面;智能化交互略显缺乏,课程评价反思趋于单一的问题。因此,在进一步探寻出现上述问题根源的基础上,本研究分别从优化外部环境条件、促进教师内部状态改变这两个方面提出相应的提升策略,从而为智慧教育背景下教师课程领导力的发展指明方向。更多还原

【Abstract】 The proposal of wisdom education provides a new development direction for school curriculum construction,and also opens up a new thinking dimension for the study of teacher curriculum leadership.Under the background of wisdom education,teachers should not only face the huge changes brought by intelligent information technology to classroom teaching,from traditional experiential teaching to teaching based on big data analysis,but also adhere to the creation course as the carrier,aiming at cultivating intelligent talents with innovative literacy and open thinking.Establish the educational concept of "from standardized production" to "personalized learning",so as to constantly optimize their own curriculum leadership,to promote the reform of school curriculum teaching,to promote the improvement of students’ learning quality to provide technical power.Through the analysis of the existing literature,it is found that the current research on teacher curriculum leadership under the background of wisdom education is less,and the overall construction of teacher curriculum leadership system based on intelligent environment is lack.Therefore,to discuss the components of teachers’ curriculum leadership under the background of wisdom education,the status quo in the course of curriculum practice,what problems have emerged and what solutions have been proposed have become the issues that schools need to focus on in the transformation of wisdom education.Based on this,this study integrated literature analysis,questionnaire survey,interview method and participatory observation method to explore teachers’ curriculum leadership under the background of wisdom education.First of all,it explains the components,representations and values of teacher curriculum leadership,so as to provide theoretical thinking for in-depth teacher curriculum practice context.Combined with the intelligent characteristics of wisdom education and its new requirements for teachers’ curriculum leadership,this study holds that teachers’ understanding of curriculum value,choice of curriculum planning,integration of curriculum content,guidance of curriculum implementation,and reflection of curriculum evaluation are the five components.It is mainly characterized by four aspects,namely,technical collaboration oriented to curriculum practice,perceptual agility based on visual information,intelligent interaction oriented to man-machine cooperation,and multidimensional reflection based on data integration,which can adapt to the development of wisdom education and facilitate the innovation of curriculum content.Strengthen the information competence,highlight the wisdom of teachers’education;Accurate description of learning individuals,improve the learning quality of students;Promote resource interconnection and sharing,and promote student information culture;Transforming technology-driven ideas and promoting classroom teaching reform;It is of great value to enrich the form of man-machine participation and innovate the way of technology integration.Second,further teachers’ curriculum practice context to Yinchuan X primary school teachers as the research object,through to the investigation data,interviews and classroom observation text specific analysis,understand the current curriculum leadership status quo of teachers under the background of intellectual education,found mainly exist the following problems:around learning as the center,curriculum value understanding point to curing;The analysis of easy chemical situation information,curriculum planning and choice lack of validity;The integration of technology and resources is insufficient,and the integration of curriculum content is limited.Ignoring the intrinsic value of the data,the curriculum implementation guidance is stuck in the surface;Intelligent interaction is a little lack of course evaluation and reflection tends to be single.Therefore,on the basis of further exploring the root causes of the above-mentioned problems,corresponding improvement strategies are proposed from the perspectives of optimizing the external environmental conditions and promoting the change of the internal state of teachers,so as to point out the direction for the development and optimization of teachers’ curriculum leadership.更多还原