【作者】 陈静；

【导师】 李巍；

【作者基本信息】 成都大学 ， 小学教育， 2024， 硕士

【摘要】 教科书作为一种教育工具和教育资料,是教师实施教学的重要载体。教科书使用是课程实施的关键环节,在教学活动中占据重要地位。教学过程中,教师需将教科书文本转换为教案文本,继而生成适用于实践教学的课堂版本,从而实现既定的教育目标。教师教科书使用关乎教师自身专业发展,关乎学生的学习成效。目前,关于乡村教师在教学当中如何使用教科书的研究仍然较少。通过研究揭示C教师教科书使用过程,能够对乡村教师的专业化发展带来一定启示。本研究运用个案研究法,通过目的性取样选取乡村T小学C教师作为研究对象,运用观察法、访谈法和实物分析法对C教师教科书使用过程进行记录。首先,通过访谈了解个案教师对数学课程标准的理解,分析其对教案文本的加工,从而探明教师课前对教科书的理解与加工;其次,根据个案教师真实的教学实施过程,从创设教学情境、调整教科书内容、生成数学问题、渗透数学思想四个方面探讨C教师课中对教科书的生成与运用;最后,从学生学习效果与教师教学方式两个方面反思C教师课后对教科书的使用效果。研究发现,教师教科书使用是一个长期且复杂的过程。教师教科书使用要历经认知、实施、反思与再实施的过程,在此过程中个案教师不断地审视其教科书使用方式,提升教科书使用能力,推动自身专业发展。C教师在使用教科书的过程中,存在全面理解教科书体系,关注学生课堂学习等特点,但也存在课程标准重视程度不够、过分强调教科书应试功能等问题。通过剖析个案,发现教师教科书使用受到主、客体因素的共同影响:主体因素包括教师的教学观念与教学经验,外部客体因素指学生的学习情况、学校的工作安排以及教科书自身内容等。在此基础上,笔者从学校和教师两方面提出了一些促进教师教科书使用的建议:乡村学校应创造良好教研氛围,提高教师教科书使用水平;乡村教师要增强自身课程意识,灵活处理教科书内容,要善于进行教学反思,不断提高自身教学技能。更多还原

【Abstract】 As an educational tool and educational materials,textbooks are an important carrier for teachers to implement teaching.Textbook use is a key link in curriculum implementation and occupies an important position in teaching activities.In the teaching process,teachers need to transform the textbook text into the teaching plan text,and then generate the classroom version suitable for practical teaching,so as to achieve the established educational goals.The use of teachers’ textbooks is related to the professional development of teachers themselves and the learning effectiveness of students.At present,there are still few studies on how rural teachers use textbooks in teaching.Exploring the textbook use process of C teachers can bring some enlightenment to the professional development of rural teachers.In this study,the case study method selected C teachers in rural T primary schools as research objects through purposeful sampling,and used observation method,interview method and physical analysis method.Firstly,understands the case teacher’s understanding of the mathematics curriculum standard,analyzes the processing of the understanding and processing of the teaching plan,so as to explore the teaching process of the textbook,discusses the generation and application of the textbook by creating the teaching situation,adjusting the content of the textbook,generating mathematical problems,and penetrating mathematical ideas;finally,the reflection of the learning effect and the teaching method.The study has found that the use of textbooks by teachers is a long and complex process.The use of teachers’ textbooks should go through the process of cognition,implementation,reflection and re-implementation.In this process,case teachers constantly examine the use of textbooks,improve their ability to use textbooks,and promote their own professional development.In the process of using textbooks,teachers C have the characteristics of fully understanding the textbook system and paying attention to students’ classroom learning,but there are also problems such as insufficient attention to curriculum standards and excessive emphasis on the exam-taking function of textbooks.Through the analysis of individual cases,it is found that the use of teachers ’textbooks is influenced by the main and object factors: the main factors include teachers’ teaching concepts and teaching experience,external object factors refer to students ’learning situation,the school’s work arrangement and the content of the textbook itself.On this basis,the author puts forward some suggestions to promote the use of teachers’ textbooks: rural schools should create a good teaching atmosphere and improve the use level of teachers’ textbooks;rural teachers should enhance their curriculum awareness,flexibly handle the textbook content,be good at teaching reflection,and constantly improve their teaching skills.更多还原