【作者】 吴蓓珠；

【导师】 吴亚萍；

【作者基本信息】 华东师范大学 ， 教育学原理， 2008， 硕士

【摘要】 在当今社会转型变革的时代,学校的转型变革也在所难免。要实现学校的转型变革,就要对学校的管理、教学和班级等领域进行整体全面的转型变革。因此,作为学校日常实践活动之一的课堂教学自然也要实现转型变革。而课堂教学是传统教育思想和行为积淀最深的领域,为了实现课堂教学的转型变革,教师必须改变他们的思想认识和教学实践行为,成为一名具有研究能力和创造意识的新型教师,并致力于通过研究性的变革实践促进课堂教学变革的日常化。本研究试图厘清教师实现课堂教学转型变革经历的不同阶段及其特征,以求为教师指出转型变革中新教学行为习惯养成的途径,最终在课堂教学转型变革的“成事”中促使师生“成人”。本研究是在实现课堂教学转型变革这一复杂背景下,对教师发展过程这一对象进行研究。论文的第一部分,主要描述课堂教学转型变革的新型形态。论文以叶澜教授提出的“价值提升、重心下移、结构开放、过程互动、动力内化”等二十字的学校转型新形态为理论根基,在对旧有课堂教学形态分析与反思的基础上,勾勒出学校教学转型新形态的蓝图。论文的第二部分,主要阐述课堂教学转型变革的现实意义。论文在课堂教学新型蓝图勾勒的基础上,紧紧围绕“成事”和“成人”相互关系的内在一致性,提出课堂教学转型变革的现实意义在于促进学生和教师的生命成长,而且师生的成长也将更好地推进课堂教学转型变革之事的实现。论文的第三部分,对教师实现课堂教学转型变革过程的特征展开了较为详细的研究,对教师在思想认识和实践行为上的转变过程进行了较为细致深入的描述。这部分也是本研究的重点。首先,从“成事”之“事”的角度出发,分析了教师实现课堂教学转型变革的普遍规律性,揭示了教师实现课堂教学转型变革可能经历的五个阶段,即原始封闭、理论言说、机械僵硬、初步成型和灵活创造的五个阶段,说明了每个阶段的特征、教师遭遇的障碍、产生的原因及促使教师进一步发展的推动力。其次,从“成人”之“人”的角度出发,根据教师投入教学变革的不同状态,将教师群体分为探索开拓、模仿践行、参与跟进的三种不同类型,分析了不同类型的教师在实现课堂教学转型变革时存在的群体差异性。最后,论文分析了教师实现课堂教学转型变革的个体特殊性,运用典型个例的研究方式具体描述了一位教师的转变过程,通过大量典型的事件刻画和揭示了该教师在课堂教学变革研究中成长发展的变化过程。本研究试图围绕“成事”和“成人”两个角度的分析和描写,通过两者间的相互作用以及无法割裂的特质来揭示教师实现课堂教学转型变革过程复杂的丰富性和动态的生成性。更多还原

【Abstract】 In the times of social transition, schools’ transition can hardly be avoided. To realize it, schools’ management, instruction, classroom and many other fields must have a whole and exhaustive transition. Classroom instruction, as one of schools’ daily practice activities, should no doubt implement transition. However, classroom instruction is the field which has the deepest traditional education thoughts and behaviors. In order to realize classroom instruction transition, teachers must change their thoughts and instruction practical behaviors, must try to become new ones who have the research ability as well as the creative consciousness, must try their best to make classroom instruction transition happening on a daily basis. The study tries to find out the phases and features of teachers’ classroom instruction transition, tries to point out a way for teachers to form their new instruction habits and tries to promote teachers’ development in the process of classroom instruction transition.Under the complicated background of classroom instruction transition, the study regards teacher development process as the research object. The first part describes the new morphology of classroom instruction transition. Based on schools’ transition theory (value promotion, pushing down the focus, structure opening, interactive process, internalized power) put forward by Professor Yelan, based on analysis and reflection of old classroom instruction morphology, it describes the blueprint of new morphology for school instruction.The second part discusses practical significance of classroom instruction transition. Around the internal consistency of relation between implementation of affairs and development of people, it points out that practical significance is to promote the developments of students and teachers. Meanwhile, the developments of teachers and students can also promote the implementation of classroom instruction transition.The third part, not only makes a detailed research on features of teachers’ classroom instruction transition process, but also makes a thorough description of the process that teachers change their thoughts and practical behaviors. It is the emphasis of the research. Firstly, from the angle of affairs, it analyzes the general rules of teachers’ classroom instruction transition, reveals five probable phases (including primitive closed phase, theoretical speaking phase, mechanical rigid phase, preliminary forming phase, flexible creative phase) for teachers to realize classroom instruction transition, explains the features, obstacles, reasons, promotion of every phase. Secondly, from the angle of people, teachers are divided into three different types (explorers, imitators, participators) according to their different states. It analyzes the group differences of teachers’ classroom instruction transition. Thirdly, it analyzes the individual particularity of teachers’ classroom instruction transition. Using the research method of typical case to describe one teacher’s changing process, his development during the classroom instruction transition is revealed. Around the two angles (implementation of affairs and development of people), which have interaction and inseparable natures, the study tries to show the complicated richness and dynamic generative natures of teachers’ classroom instruction transition process.更多还原