發(fā)布時(shí)間：2018-10-15 20:11

【摘要】：我國(guó)社會(huì)各方面進(jìn)入到快速發(fā)展時(shí)期,社會(huì)對(duì)于教育的要求和關(guān)注也越來越多。十八大報(bào)告中提出：要辦人民滿意的教育,要優(yōu)先發(fā)展教育；教育既是民族振興的基石又是社會(huì)進(jìn)步的基石。作為基礎(chǔ)教育的基礎(chǔ)——小學(xué)教育更是重中之重。人才的培養(yǎng)要依靠基礎(chǔ)教育,尤其是小學(xué)教育。在教育教學(xué)過程中,教師對(duì)教育質(zhì)量、人才培養(yǎng)及國(guó)民素質(zhì)的提高都有極大的影響,發(fā)揮著至關(guān)重要的作用。加強(qiáng)教師對(duì)教學(xué)過程的監(jiān)控及提高教師教學(xué)監(jiān)控的能力是促進(jìn)教師自身發(fā)展的需要,也是全面實(shí)施素質(zhì)教育的需要。本文正是基于這樣的背景下,對(duì)小學(xué)教師素重要組成部分的教學(xué)監(jiān)控能力及教學(xué)監(jiān)控能力培養(yǎng)策略進(jìn)行的研究。本文通過文獻(xiàn)查閱、問卷調(diào)查、相關(guān)分析、方差分析、t檢驗(yàn)等研究分析方法,結(jié)果發(fā)現(xiàn)：小學(xué)教師教學(xué)監(jiān)控能力上在學(xué)歷及學(xué)校上有顯著的差異性和相關(guān)性,小學(xué)教師教學(xué)監(jiān)控能力的重要影響因素是學(xué)歷和學(xué)校�？傮w特征表現(xiàn)為：研究生學(xué)歷的小學(xué)教師在教學(xué)監(jiān)控能力總分及其所有因子高于其他學(xué)歷教師水平。大專學(xué)歷的小學(xué)教師教學(xué)監(jiān)控水平高于本科學(xué)歷、中專學(xué)歷及初中學(xué)歷的教師。小學(xué)教師在學(xué)校上教學(xué)監(jiān)控能力總分、計(jì)劃與準(zhǔn)備、課堂組織與管理及言語和非言語溝通差異顯著。小學(xué)教師在性別上教課堂組織與管理因子、反省與評(píng)價(jià)因子差異顯著,且女性教師水平高于男性教師。小學(xué)教師教學(xué)監(jiān)控能力在教齡和年齡維度上基本無差異,只是教師教齡在16-20年之間的在課堂組織與管理水平方面低于教齡在其他四個(gè)教齡段,年齡在41-50歲階段在課堂組織與管理因子方面也明顯低于其他三個(gè)年齡段教師水平。基于以上研究結(jié)果,小學(xué)教師要加強(qiáng)自身素質(zhì),促進(jìn)教學(xué)監(jiān)控能力發(fā)展；建立校內(nèi)外教研小組開展互助學(xué)習(xí),爭(zhēng)取更多的社會(huì)、學(xué)校關(guān)注和支持,營(yíng)造良好的社會(huì)氛圍促進(jìn)教學(xué)監(jiān)控能力的發(fā)展；積極運(yùn)用各種途徑調(diào)適教師心理,保證在教學(xué)工作中擁有健康的心理,更好地發(fā)揮教學(xué)監(jiān)控的作用。
[Abstract]:With the rapid development of our society, more and more attention has been paid to education. In the report of the 18th National Congress of the CPC, it is proposed that education should be given priority to the education of the people, and education is not only the cornerstone of national rejuvenation, but also the cornerstone of social progress. As the foundation of basic education, primary education is the most important. The cultivation of talents depends on basic education, especially primary education. In the process of education and teaching, teachers have a great influence on the quality of education, the cultivation of talents and the improvement of national quality. Strengthening teachers' monitoring of teaching process and improving teachers' ability of teaching monitoring are the needs of promoting teachers' own development as well as the need of carrying out quality-oriented education in an all-round way. Based on this background, this paper studies the teaching monitoring ability and teaching monitoring ability of primary school teachers. Through literature review, questionnaire survey, correlation analysis, analysis of variance, t-test and other research methods, it is found that there are significant differences and correlations in the teaching monitoring ability of primary school teachers in terms of academic qualifications and schools. Primary school teachers' teaching monitoring ability is an important factor of educational background and school. The overall characteristics are as follows: the total score and all factors of teaching monitoring ability of primary school teachers with graduate degree are higher than that of teachers with other qualifications. The teaching monitoring level of primary school teachers with college degree is higher than that with undergraduate degree, technical secondary school and junior high school degree. There were significant differences in the total score, planning and preparation, classroom organization and management, and verbal and nonverbal communication among primary school teachers. Primary school teachers have significant differences in teaching classroom organization and management factors, introspection and evaluation factors, and the level of female teachers is higher than that of male teachers. The teaching monitoring ability of primary school teachers had no difference in the dimensions of teaching age and teaching age, but the level of classroom organization and management of teachers with teaching age between 16 and 20 years was lower than that of the other four teaching years. The level of classroom organization and management in the age of 41-50 is also lower than that of the other three age groups. Based on the above research results, primary school teachers should strengthen their own quality, promote the development of teaching monitoring ability, set up teaching and research groups inside and outside the school to carry out mutual assistance learning, and strive for more social, school attention and support. To create a good social atmosphere to promote the development of teaching monitoring ability, to actively use various ways to adjust teachers' psychology, to ensure that there is a healthy psychology in teaching work, and to play a better role in teaching monitoring.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G622.4

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