【作者】 陈丹；

【导师】 黄芳；

【作者基本信息】 华中科技大学 ， 教育学原理， 2018， 硕士

【副题名】以武汉市J小学为例

【摘要】 义务教育的优质均衡发展一直是社会广泛关注的重要问题,薄弱学校教学质量提升是表征我国义务教育是否优质均衡的重要指标。每所学校都有追求优质的权利,薄弱学校也有发展优质教育生成优质课堂的基本责任,但是如何结合具体的校情、学情、时代特征,为当下具体薄弱学校课堂教学现状精准把脉,找准病灶对症下药,则是每所薄弱学校必须面对的具体现实。每所薄弱学校都有各自不同的原因,本研究以武汉市J小学为个案做深度分析调查。研究以国家与地方的中小学课程标准为前提,结合国内外专家学者的优质课堂特征相关论述,建构了一个以课堂基本要素作为横向考虑,将师生的具体行为取向作为纵向参照的五点优质特征标准。以此标准为视角后期选取了具体的课堂观察量表与指标,对J小学不分年级不分学科整体做课堂教学观察与记录,试图把握该校的课堂教学基本现状,薄弱点所在以及薄弱程度如何;针对部分教师就其课堂教学展开访谈,探明其基本教学困惑及对相关教学支持等的具体感受。通过课堂观察与访谈总结出学校课堂教学现状如下:学生的基本学习习惯尚未养成,课前准备明显缺失,倾听习惯不良嫌少能积极回应并做笔记,貌似热闹的课堂有效互动其实较少,自主学习能力欠缺;教师教学环节设计无明显螺旋梯度,教学方法比较单一,课堂对话主要目的是管控课堂促进思考的成分少,对于自主、合作、探究等学习方式的指导不系统深入;课程目标的设计围绕预设很少在课堂中生成新目标,课程内容设计过量致使教学不够精准不能将学生经验真正融入课堂;整体课堂文化仍是围绕教师的独角戏,教师很难也似乎没太有意识将学生放在舞台的中间。除去以上关于课堂的基本情况外,在深入学校调研的过程中也发现了一些薄弱学校的无奈如:生源偏弱教师的学生观纠结,不论在编或聘任教师都有潜在的动荡风险,授课结构安排的不够合理等等。最终基于课堂教学以上现状与访谈总结,再度修订之前的五点优质标准如下:清晰的教学主线,高比例的有效学习时间;适量的教学内容,融合学生的经验;多样的教学方法,积极的学生参与;有效的课堂互动,创建意义的师生交流;分层的学习成果期望,关注每个学生的发展。本研究旨在扎根具体校情,从课堂出发研究薄弱小学的整体教学现状,总结问题所在,另外本研究中最终提出的五点优质课堂特征也是依据具体的学情、教情、校情出发,试图将特征设定为教师们蹦一蹦够得着标准,为薄弱学校的课堂质量提升提供具体可用的抓手,探究适合于J小学的课堂优质化提升路径。更多还原

【Abstract】 The balanced of compulsory education has always been an important issue of concern to the society.The improvement of the quality of teaching in disadvantage schools is an important indicator of whether or not compulsory education in our country is of good quality.Each school has the right to pursue high quality.The disadvantage schools also have the basic responsibility for developing quality education to generate high-quality classrooms.However,how to combine specific school conditions,academic conditions,and characteristics of the times to identify specific problems in the current weak classroom teaching is a concrete reality that every weak school must face.Each disadvantage school has its own reasons.This study conducted an in-depth analysis of the case of Wuhan J Primary School.The study is based on the national and local curriculum standards for primary and secondary schools,and combines the discussion of high-quality classroom features of domestic and foreign experts and scholars.A five-point high-quality feature standard was established that takes the basic elements of the classroom as a horizontal consideration and takes the specific behavioral orientation of teachers and students as a vertical reference.Afterwards,specific classroom observation scales and indicators were selected to observe and record the classroom teaching of J primary school regardless of the subject,regardless of the subject,trying to grasp the basic status of classroom teaching in the school,where the weak points are,and how weak they are.For some teachers to conduct an interview with their classroom teaching,to explore the basic teaching confusion and related teaching support and other specific feelings.Finally,based on the status of classroom teaching and the interview summary,we revised the previous five-point quality standards and explored ways to upgrade the quality of classrooms suitable for J elementary schools.Through classroom observation and interviews,the status quo of classroom teaching in schools is summarized as follows: the basic learning habits of students have not yet been developed,there is aclear lack of preparation before class,and the listening habits are too few to respond positively and take notes.In fact,there is less effective interaction in classrooms that seem to be lively.The lack of independent learning ability;the design of teachers’ teaching links without obvious spiral gradient,and the teaching methods are relatively simple.The main purpose of class dialogue is to control the classroom to promote the thinking of less,and the guidance of independent,cooperative,inquiry and other learning methods is not systematically in-depth;curriculum objectives.The design revolves around presets that rarely generate new goals in the classroom.Excessively designed curriculum content results in inaccurate teaching that does not truly integrate student experience into the classroom.The overall classroom culture is still a one-man show around the teacher.The teacher can hardly seem to be too conscious to place the student.In the middle of the stage.In addition to the above basic information about the classroom,in the process of in-depth study of the school,we found the helplessness of some weak schools,such as: the students’ view of the weak students,the potential for turbulence in editing or hiring teachers,and the teaching structure.Arrangements are not reasonable enough and so on.The purpose of this study is to take root in the actual situation,study the overall teaching situation of weak primary schools from the classroom,and summarize the problems.In addition,the characteristics of the five high-quality classrooms that were eventually put forward in this study are based on specific actual conditions.They try to set the characteristics as the standard that teachers can use to meet the standards,and provide specific and available tips for the improvement of classroom quality in weak schools.更多还原