论研究性学习中的教师角色
摘要
研究性学习的推出，的确为教育实践的发展和改革的进一步深化提供了新的生长点、注入了新的活力，无论是对教师的教育观念、教学方式，学生的自主探究性学习还是对基础教育的课程开发都具有重要意义。第三次全国教育工作会议以来，实施素质教育中学生的创新精神和实践能力的培养已成为广大教育工作者普遍关心并努力探索的热门话题。人才的培养靠教育，教育成败的关键在教师。如何提高教师的整体素质，如何转变现代课堂教学中的教师角色，成为摆在教育工作者面前的需要解决的重大课题。因此，从教师“教”的角度去考察“研究性学习”的实施，考察教师在研究性学习实施中的角色作用就成为摆在我们面前的一个迫切需要解决的基本问题。
本论文主要分为四个部分：
论文的第一部分分析的是教师在研究性学习中的角色研究的背景。分别从研究性学习的兴起、时代发展要求教师角色转变及研究性学习对教师的挑战三方面入手，说明教师角色必须转变。
论文的第二部分主要是探讨研究性学习课程背景下教师作为组织者、指导者、促进者、参与合作者及校内外教育资源的开发者等五种角色类型应有的特征及原因，及研究性学习开展过程中教师应具备的五项基本能力要求。
论文的第三部分着重讨论了教师角色实现的策略、方式。详细分析了研究性学习中课题准备、课题实施、课题总结等三个阶段教师应如何发挥自己的角色帮助、指导学生进行研究性学习的具体策略。并结合对教师在研究性学习开展过程中的实例分析，着重探讨了四种实现教师角色的方式途径。
论文第四部分主要分析了在研究性学习中实现教师角色存在的困难和问题。
The development of educational practice and the further progress of reformation acquired a new evolution and a fresh energy going with the pushing of project-learning. The project-learning is of great significance to the teachers' educational conception, teaching method, student's independent learning and curriculum development of elementary education .The cultivation of students' creative spirit and practical ability has become a hot topic since the third national educational conference. Teachers should play a leading role in order to realize this goal. So we should make great efforts to improve teachers' overall quality and transfer their role in classroom. Thus it becomes a pressing task to explore how the teachers to perform in the project-learning to guarantee its successful implement.
The thesis is divided into four parts:
The first part analyses the background of the thesis. From the aspect of the rising of the project-learning, the challenges for teachers brought by the project-learning to indicate the necessity of transforming the role of teachers.
The second part discusses that teachers act as organizers, directors, promoters, participators and educational resource developers under the background of project-learning curriculum, their characteristics and reason of that. In addition, the thesis probes into five basic abilities possessed by the teachers in the project-learning.
The third part emphasizes the strategies of transforming the role of teachers. This part offers detailed analysis on how the teachers help and direct students to carry through project-learning in three stages: preparing stages, implementing stages and concluding stages. The strategies combine practice examples as well as four approaches to realize the roles of the teacher.
The fourth part provides difficulties and problems of realizing teacher's roles through project-learning . .
本论文主要分为四个部分：
论文的第一部分分析的是教师在研究性学习中的角色研究的背景。分别从研究性学习的兴起、时代发展要求教师角色转变及研究性学习对教师的挑战三方面入手，说明教师角色必须转变。
论文的第二部分主要是探讨研究性学习课程背景下教师作为组织者、指导者、促进者、参与合作者及校内外教育资源的开发者等五种角色类型应有的特征及原因，及研究性学习开展过程中教师应具备的五项基本能力要求。
论文的第三部分着重讨论了教师角色实现的策略、方式。详细分析了研究性学习中课题准备、课题实施、课题总结等三个阶段教师应如何发挥自己的角色帮助、指导学生进行研究性学习的具体策略。并结合对教师在研究性学习开展过程中的实例分析，着重探讨了四种实现教师角色的方式途径。
论文第四部分主要分析了在研究性学习中实现教师角色存在的困难和问题。
The development of educational practice and the further progress of reformation acquired a new evolution and a fresh energy going with the pushing of project-learning. The project-learning is of great significance to the teachers' educational conception, teaching method, student's independent learning and curriculum development of elementary education .The cultivation of students' creative spirit and practical ability has become a hot topic since the third national educational conference. Teachers should play a leading role in order to realize this goal. So we should make great efforts to improve teachers' overall quality and transfer their role in classroom. Thus it becomes a pressing task to explore how the teachers to perform in the project-learning to guarantee its successful implement.
The thesis is divided into four parts:
The first part analyses the background of the thesis. From the aspect of the rising of the project-learning, the challenges for teachers brought by the project-learning to indicate the necessity of transforming the role of teachers.
The second part discusses that teachers act as organizers, directors, promoters, participators and educational resource developers under the background of project-learning curriculum, their characteristics and reason of that. In addition, the thesis probes into five basic abilities possessed by the teachers in the project-learning.
The third part emphasizes the strategies of transforming the role of teachers. This part offers detailed analysis on how the teachers help and direct students to carry through project-learning in three stages: preparing stages, implementing stages and concluding stages. The strategies combine practice examples as well as four approaches to realize the roles of the teacher.
The fourth part provides difficulties and problems of realizing teacher's roles through project-learning . .
引文