小学数学教师教案形成过程的个案研究
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摘要
在我国,备课、编制教案是中小学教师日常教学中的一项必要工作。然而近二十年来关于教师教案形成过程研究的成果主要来自欧美国家的教师计划研究,我国对备课和教案的研究以建构理论框架为主,从学校实践进行研究的成果少之又少。本研究以实践研究为主,以上海市D小学为个案来透视教师教案形成的过程,希望能在实践研究上有所贡献。
第一章指出本研究进行的原因,要揭示的问题。然后对国内外关于教案研究的内涵、历史、成果等一一回顾。最后指出不同课程编制和课程行政、不同课型下的备课的不同之处。
第二章主要介绍了研究设计和研究过程,重点阐述了对个案研究的理解,选择个案的理由,以及研究的过程。
第三、第四章呈现个案,分别叙述D小学备课管理的发展与现状,分析比较该校数学教师教案形成过程中关注的不同要素,试图呈现D小学备课管理的特点,及该校不同阶段数学教师备课的特点。
第五章是研究的总结与建议。通过对D小学备课管理和教师教案形成过程中对不同要素关注的回顾、分析,总结D小学备课管理和教师教案形成过程的特点及存在的问题尝试根据问题给出一点建议。同时对本研究的局限作了说明。
In China, preparing for lessons and making lesson plans are major tasks of middle school and primary teachers in their professional activities. However, during the last two decades, studies of the process of teachers' lesson planning have been taken mainly in English-speaking countries. Except setting theoretical frameworks, it seems that few empirical studies concerning school-based teachers' lesson planning have been conducted under the context of Chinese schools. This study, choosing a primary school as a case, aims to investigate how math teachers in a school make their lesson plans.
On the basis of the review of the meaning, histories, and studies of lesson plans, chapter one discusses the differences of lesson planning in different traditions of curriculum development, different power structures in school systems and different lessons.
Chapter two explains research design of this study. Chapter three and four narrate the history and status of teacher plan management in this primary school, and outline the elements which math teachers think of during the process of their lesson planning, and the differences between novice and expert teachers.
The last chapter is the conclusion of this study. Based on the analysis of the case school's data in the previous two chapters, this chapter summarizes the characteristics of math teachers' lesson planning.
第一章指出本研究进行的原因,要揭示的问题。然后对国内外关于教案研究的内涵、历史、成果等一一回顾。最后指出不同课程编制和课程行政、不同课型下的备课的不同之处。
第二章主要介绍了研究设计和研究过程,重点阐述了对个案研究的理解,选择个案的理由,以及研究的过程。
第三、第四章呈现个案,分别叙述D小学备课管理的发展与现状,分析比较该校数学教师教案形成过程中关注的不同要素,试图呈现D小学备课管理的特点,及该校不同阶段数学教师备课的特点。
第五章是研究的总结与建议。通过对D小学备课管理和教师教案形成过程中对不同要素关注的回顾、分析,总结D小学备课管理和教师教案形成过程的特点及存在的问题尝试根据问题给出一点建议。同时对本研究的局限作了说明。
In China, preparing for lessons and making lesson plans are major tasks of middle school and primary teachers in their professional activities. However, during the last two decades, studies of the process of teachers' lesson planning have been taken mainly in English-speaking countries. Except setting theoretical frameworks, it seems that few empirical studies concerning school-based teachers' lesson planning have been conducted under the context of Chinese schools. This study, choosing a primary school as a case, aims to investigate how math teachers in a school make their lesson plans.
On the basis of the review of the meaning, histories, and studies of lesson plans, chapter one discusses the differences of lesson planning in different traditions of curriculum development, different power structures in school systems and different lessons.
Chapter two explains research design of this study. Chapter three and four narrate the history and status of teacher plan management in this primary school, and outline the elements which math teachers think of during the process of their lesson planning, and the differences between novice and expert teachers.
The last chapter is the conclusion of this study. Based on the analysis of the case school's data in the previous two chapters, this chapter summarizes the characteristics of math teachers' lesson planning.
引文
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[4]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
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[2]Borko,H.,& Livingston,C.(1989).Cognition and Improvisation:Differences in Maths Instruction by Expert and Novice Teachers.American Educational Research Journal,Voi.26,No.4,pp.475-479.
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[5]袁运开主编:《简明中小学教育词典》,上海:华东师范大学出版社2000年版,第72-73页:张长江编著:《怎样备课-中小学体育教师参考书》,北京:人民教育出版社1980年版,第1-4页。
[6]陈桂生:《“中国的教研组现象”平议》,《南通大学学报(教育科学版)》2006年第4期,第1页。
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[2]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[3]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第40页。
[1]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第30页。
[1]改编自陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第38页。
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[1]详细内容见胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第2-5页。
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[1]D小学五年级数学备课组《更新观念 用好新教材-2006学年第二学期五年级数学备课组工作小结》。
[1]《更新观念 用好新教材-2006学年D小学第二学期五年级数学备课组工作小结》。
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[1]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[1]吴永军主编:《新课程备课新思维》,北京:教育科学出版社2004年版,第185页。
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21.陈向明:《质的研究方法与社会科学研究》,北京:教育科学出版社2001年版。
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29.胡惠闵:《指向教师专业发展的学校管理改革:上海市打虎山路第一小学个案研究》,华东师范大学2003届博士学位论文。
30.徐碧美著,陈静、李忠如译:《追求卓越--教师专业发展案例研究》,北京:人民教育出版社2003年版。
31.徐珍:《中外教学法演进》,北京:群言出版社1996年版。
32.钱仓水:《教案的编写和听课的记录》,《淮阴师专学报》1994年第2期。
33.教育部基础教育司组织编写:《走进新课程:与课程实施者的对话》,北京:北京师范大学出版社,2002年版。
34.崔允漷:《教学目标:不该被遗忘的教学起点》,《人民教育》2004年第2期。
35.章德明:《基础教育新课程改革中教案问题的研究》,上海师范大学2005届硕士学位论文。
36.熊明安:《中国近现代教学改革史》,重庆:重庆出版社1999年版。
37.瞿葆奎主编:《教育学文集·教学(上册)》,北京:人民教育出版社1988年版。
1.Brown,D.S.(1993).Descriptions of Two Novice Secondary Teachers' Planning.Curriculum Inquiry,Vol.23,No.1.
2.Brown,D.S.(1988).Twelve Middle-School Teachers' Planning.The Elementary School Journal,Vol.89,No.1.
3.Borko,H.,&Livingston,C.(1989).Cognition and Improvisation:Differences in Maths Instruction by Expert and Novice Teachers.American Educational Research]ournal,Vol.26,No.4.
4.Borko,H.,& Niles,J.A.(1982).Factors Contributing to Teachers' Judgments about Students and Decisions about Grouping Students for Reading Instruction.Journal of Reading Behavior,Vol.14,No.3.
5.Burns,R.B.,& Lash,A.(1988).Nine Seventh-grade Teachers' Knowledge and Planning of Problem-solving Instruction.Elementary School Journal,Vol.88,No.3.
6.Borko,H.,& Niles,J.A.(1987).Descriptions of Teacher Planning:Ideas for Teachers and Researchers.In V.Richardson-Koehler,White Plains(Ed.).Educators'handbook:A Research Perspective,NY:Longman.
7.Bulloug,R.(1989).Teacher Self-concept and Student Culture in the First Year of Teaching.Teachers' College Record,Vol.91,No.2.
8.Clark,C.M.,& Peterson,P.L(1986).Teachers' Thought Processes.In M.C.Wittrock(Ed.).Handbook of Research on Teaching(3rd ed.).New York:Macmillan.
9.Cusik,P.(1979).A Study of the Value/Belief Patterns of Teachers and Administrators.News and Notes,Institute for Research in Teaching,Michigan State University,East Lansing.
10. Clandinin, D. J. (1989). Developing Rhythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms. Curriculum Inquiry, Vol. 19, No. 2.
11. Dona, M. K, & Deborah, J. (1992). The Evolution of Functional Lesson Plans Among Twelve Elementary and Secondary Student Teachers. The Elementary School Journal, Vol. 92, No.4.
12. Edward, L. D & David E. K. American Educator's Encyclopedia, Westport, Connecticut · London, England: Greenwood Press.
13. Franco, Z. (2006). Learning to Plan for Teaching: A Multiple-case Study of Field-based Experiences of Three Preservice Teachers. PhD thesis of The University Of Alabama.
14. Kleinsasser, A. M. (1988). The Reflection-in-action of Novice: An Inquiry into an Epistemology of Practice. PhD thesis of University of Kansas, Lawrence.
15. McCutcheon, G. (1980). How Do Elementary School Teachers plan? The Nature of Planning and Influences on it. The Elementary School Journal, Vol. 81, No. 1.
16. Morine, G (1975). A Study of Teacher Planning. BTES Technical Report 75-11-6. San Francisco, California: Far West Laboratory for Educational Research and Development.
17. MacDonald, J. B., Wolfson, B. J., & Zaret, E. (1963). Preschooling Society: A Conceptual Model. Washington, D.C.: Association for Supervision and Curriculum Development.
18. Maloch, B. et al. (2003). Understanding, Belifes, and Reported Decision Making of First-year Teachers from Different Reading Teacher Preparation Programs. The Elementary School Journal. Vol.103, No.5
19. Penelope L. P, Marx, R.W. & Clark, C. M. (1978). Teacher Planning, Teacher Behavior and Student Achievement. American Educational Research Journal, Vol. 15, No. 3.
21. Price, K. M. & Nelson, K. L.(2003). Daily Planning for Today's Classroom : A Guide to Writing Lesson and Activity Plans. Belmont, C A: Thomson/Wadsworth. p.m.
22. Shavelson, R. J., & Stern, P. (1981). Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior. Review of Educational Research, Vol. 51, No. 4.
23. Sowell, E. J. (1996). Curriculum :An Integrative Introduction. Englewood Cliffs, N.J.: Merril.
24. Taylor, P. H. (1970). How Teachers Plan Their Courses. New York: National Foundation for Educational Research.
25. Tyler, R. W. (1950). Basic Principles of Curriculum and Instruction. Chicago , Illinois: University of Chicago Press.
26. Wendel, R. (1990). A Longitudinal Study of Beginning Secondary Teachers' Decision-making From Planning Through Instruction. Paper presented at the American Educational Research Association, Boston, MA.
27. Westerman, D. A. (1991) . Expert and Novice Teacher Decision Making. Journal of Teacher Education, Vol. 42, No. 4.
28. Woods, D. (1996) .Teacher Cognition in Language Teaching. New York: Cambridge University Press.
29. Yinger, R. J. (1980). A Study of Teacher Planning .The Elementary School Journal, Vol. 80, No.3.
30. Zahorik, J. A. (1970). The Effects of Planning on Teaching. Elementary School journal, Vol. 71, No. 3.
31. Zahorik, J. A. (1975). Teachers' Planning Models. Paper Presented at the Annual Meeting of the American Educational Research Association, Washington, D.C.
[2]Brown,D.S.(1993).Descriptions of Two Novice Secondary Teachers' Planning.Curriculum Inquiry,Vol.23,No.1,p.63.
[1]Lesson plan有人译为“课时计划”。
[2]Franco,Z.(2006).Learning to Plan for Teaching:A Multiple-case Study of Field-based Experiences of Three Preservice Teachers.Phi)Thesis of The University Of Alabama,p.6.
[3]Clark,C.M.,& Peterson,P.L(1986).Teachers' Thought Processes.In M.C.Wittrock(Ed.)Handbook of Research on Teaching(3rd ed.).New York:Macmillan,p.266.
[4](英)德·朗特里编:《西方教育词典》,上海:上海译文出版社1988年版,第169页。
[5]Edward,L.D.,& David E.K.American Educator's Encyclopedia.Westport,Cnnecticut · London,England:Greenwood Press,P.300.
[1]Penelope,L.P.,Marx,R.W.& Clark,C.M.(1978).Teacher Planning,Teacher Behavior and Student Achievement.American Educational Research Journal,Vol.15,No.3,pp.417-431.
[2]Shavelson,R.J.,& Stern,P.(1981).Research on Teachers' Pedagogical Thoughts,Judgments,Decisions,and Behavior.Review of Educational Research,Vol.51,No.4,p.477.
[1]Yinger,R.J.(1980).A Study of Teacher Planning.The Elementary School Journal,Vol.80,No.3,pp.113-115.
[2]Shavelson,R.J.,& Stern,E(1981).Research on Teachers' Pedagogical Thoughts,Judgments,Decisions,and Behavior.Review of Educational Research,Vol.51,No.4,p.478.
[3]Cusik,P.(1979).A Study of the Value/Belief Patterns of Teachers and Administrators.News and Notes,Institute for Research in Teaching,Michigan State University,East Lansing,pp.2.-4.
[4]McCutcheon,G.(1980).How Do Elementary School Teachers Plan? The Nature of Planning and Influences on It.The Elementary School Journal,Vol.81,No.1,pp.12-20.
[5]Borko,H.,& Niles,J.A.(1982).Factors Contributing to Teachers' Judgments about Students and Decisions about Grouping Students for Reading Instruction.Journal of Reading Behavior,Vol.14,No.3,pp.127-140.
[6]McCutcheon,G.,(1980).How Do Elementary School Teachers Plan? The Nature of Planning and Influences on It.The Elementary School Journal,Vol.81,No.1,pp.12-20.
[1]Burns,R.B.,& Lash,A.(1988).Nine Seventh-grade Teachers' Knowledge and Planning of Problem-solving Instruction.Elementary School Journal,Vol.88,No.3,pp.369-386.
[1]Borko,H.,& Niles,J.(1987).Descriptions of Teacher Planning:Ideas for Teachers and Researchers.In V.Richardson-Koetiler,White Plains(Ed),Educators' handbook:A Research Perspective.NY:Longman,p.69.
[2]Shavelson,R.J.,& Stem,P.(1981).Research on Teachers' Pedagogical Thoughts,Judgments,Decisions,and Behavior.Review of Educational Research,Vol.51,No.4,p.487.
[3]Brown,D.S.(1988).Twelve Middle-School Teachers' Planning.The Elementary School Journal,Vol.89,No.1,pp.69-87.
[4]Penelope,L.P.,Marx,R.W.,& Clark,C.M.(1978).Teacher Planning,Teacher Behavior and Student Achievement.American Educational Research Journal,Vol.15,No.3,p.419.
[1]Taylor,P.H.(1970).How Teachers Plan Their Courses.New York:National Foundation for Educational Research.
[2]Shavelson,R.J.,&Stern,P.(1981).Research on Teachers' Pedagogical Thoughts,Judgments,Decisions,and Behavior.Review of Educational Research,Vol.51,No.4,p.477.
[3]Tyler,R.W.(1950).Basic Principles of Curriculum and Instruction.Chicago,Illinois:University of Chicago Press.
[4]Yinger,R.J.(1980).A Study of Teacher Planning.The Elementary School Journal,Vol.80,No.3,p.108.
[1]Taylor,P.H.(1970).How Teachers Plan Their Courses.New York:National Foundation for Educational Research.
[2]MacDonald,J.B.,Wolfson,B.J.,& Zaret,E.(1963).Preschooling Society:A Conceptual Model.Washington,D.C.:Association for Supervision and Curriculum Development.
[3]Zahorik,J.A.(1975).Teachers' Planning Models.Paper Presented at the Annual Meeting of the American Educational Research Association,Washington,D.C.
[1]Yinger,R.J.(1980).A Study of Teacher Planning.The Elementary School Journal,Vol.80,No.3,pp.107-127.
[2]Yinger,R.J.(1980).A Study of Teacher Planning.The Elementary School Journal,Vol.80,No.3,p.l14.
[3]Clandinin,D.J.(1989).Developing Rhythm in Teaching:The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms.Curriculum Inquiry,Vol.19,No.2,pp.121-141.
[1]Bulloug,R.(1989).Teacher Self-concept and Student Culture in the First Year of Teaching.Teachers" College Record,Vol.91,No.2,pp.209-233.
[2]Kleinsasser,A.M.(1988).The Reflection-in-action of Novice:An inquiry into an epistemology ofpractice.PhD Thesis of University of Kansas,Lawrence.
[3]Wendel,R.(1990).A Longitudinal Study of Beginning Secondary Teachers' Decision-making From Planning Through Instruction.Paper presented at the American Educational Research Association,Boston,MA.
[4]Dona,M.K,& Deborah,J.(1992).The Evolution of Functional Lesson Plans Among Twelve Elementary and Secondary Student Teachers.The Elementary School Journal,Vol.92,No.4,pp.477-489.
[1]Clark,C.M.,& Peterson,P.L.(1986).Teachers' Thought Processes.In M.C.Wittrock(Ed.),Handbook of Research on Teaching(3rd ed.).New York:Macmillan,p266.
[2]Cusik,P.(1979).A Study of the Value/Belief Patterns of Teachers and Administrators.News and Notes,Institute for Research in Teaching,Michigan State University,East Lansing,pp.2-4.
[3]Brown,D.S.(1993).Descriptions of Two Novice Secondary Teachers' Planning.Curriculum Inquiry,Vol.23,No.1,p.65.
[4]Westerman,D.A.(1991).Expert and Novice Teacher Decision Making.Journal of Teacher Education,Vol.42,No.4,p.296.
[1]Maloch,B.et al.(2003).Understanding,Belifes,and Reported Decision Making of First-year Teachers from Different Reading Teacher Preparation Programs.The Elementary School Journal Vol.103,No.5,pp.431-455.
[2]徐碧美著,陈静、李忠如译:《追求卓越--教师专业发展案例研究》,北京:人民教育出版社2004年版,第32-33页。
[3]黄纯才主编:《中国大百科全书·教育卷》,北京:中国大百科全书出版社1985年版,第20页。
[4]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[1]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[2]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第37页。
[3]钱仓水:《教案的编写和听课的记录》,《淮阴师专学报》1994年第2期,第90-91页。
[1]张焕庭主编:《教育辞典》,南京:江苏教育出版社1989年版,第747页;周德昌主编:《简明教育辞典》,北京:高等教育出版社1982年版,第143页。
[1]McCutcheon,G,(1980).How Do Elementary School Teachers plan? The Nature of Planning and Influences on it.The Elementary School Journal,Vol.81,No.l,pp.4-8.
[2]Borko,H.,& Livingston,C.(1989).Cognition and Improvisation:Differences in Maths Instruction by Expert and Novice Teachers.American Educational Research Journal,Voi.26,No.4,pp.475-479.
[3]Zahorik,J.A.(1970).The Effects of Planning on Teaching.Elementary School journal,Vol.71,No.3,pp.143-151.
[4]Penelope,J.P,Marx,R.W.& Clark,C.M.(1978).Teacher Planning,Teacher Behavior and Student Achievement.American Educational Research Journal,Vol.15,No.3,p.420.
[5]袁运开主编:《简明中小学教育词典》,上海:华东师范大学出版社2000年版,第72-73页:张长江编著:《怎样备课-中小学体育教师参考书》,北京:人民教育出版社1980年版,第1-4页。
[6]陈桂生:《“中国的教研组现象”平议》,《南通大学学报(教育科学版)》2006年第4期,第1页。
[1]陈桂生:《“中国的教研组现象”平议》,《南通大学学报(教育科学版)》2006年第4期,第2页。
[2]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[3]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第40页。
[1]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第30页。
[1]改编自陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第38页。
[1]Shavelson,R.J.,& Stem,P.(1981).Research on Teachers' Pedagogical Thoughts,Judgments,Decisions,and Behavior.Review of Educational Research,Vol.51,No.4,p.479.
[2]叶澜著:《教育研究方法论初探》,上海:上海教育出版社1999年版,第19页。
[3]林建谷:《一位国小教师体育课程价值取向之研究》,台中师范学院国民教育研究所2004届硕士学位论文。
[4]胡惠闵:《指向教师专业发展的学校管理改革:上海市打虎山路第一小学个案研究》,华东师范大学2003届博士学位论文。
[1]中央教育科学研究所比较教育研究室编译:‘简明国际教育百科全书·教学(下)》,北京:教育科学出版社1990年版,第420页。
[1]陈向明:《质的研究方法与社会科学研究》,北京:教育科学出版社2000年版第402页。
[1]详细内容见胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第2-5页。
[1]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第170页。
[2]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第22页。
[3]D小学:《1992年第二学期学校工作计划》(1993)。转引自胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第26页。
[1]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第30页。
[2]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第36-37页。
[3]D小学:《师资管理中的道德自律与工作自励》(1994)。转引自胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第34页。
[4]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第42页。
[5]胡惠闵:《超越规范》,济南:山东教育出版社2006年版,第43页。
[1]D小学五年级数学备课组《更新观念 用好新教材-2006学年第二学期五年级数学备课组工作小结》。
[1]《更新观念 用好新教材-2006学年D小学第二学期五年级数学备课组工作小结》。
[1]Woods,D.(1996).Teacher Cognition in Language Teaching.New York:Cambridge University Press.
[2]徐碧美:《追求卓越-教师专业发展案例研究》,北京:人民教育出版社2003年版,第186-187页。
[3]瓦庚著,夏禹文译:《苏联中学高年级历史教师的备课》,北京:人民教育出版社1955年版,第111页。
[4]黄纯才主编:《中国大百科全书·教育卷》,北京·上海:中国大百科全书出版社1985年版,第20页。
[1]陈桂生:《“备课”引论》,《全球教育展望》2007年第2期,第35页。
[1]吴永军主编:《新课程备课新思维》,北京:教育科学出版社2004年版,第185页。
[2]瓦庚著,夏禹文译:《苏联中学高年级历史教师的备课》,北京:人民教育出版社1955年版,第111页。
[1]Price,K.M.& Nelson,K.L(2003).Daily Planning for Today's Classroom:A Guide to Writing Lesson and Activity Plans.Belmont,CA:Thomson/Wadsworth.p.111.
[1]上海市中小学课程教材改革委员会办公室:《上海市二期课改的理念与实践:以教学研究为基础的教学实践》,2005年11月16日。
[1]杨兰:《教师教学设计中的课程决策》,华东师范大学2007届硕士论文,第25页。
[1]加涅等著,皮连生、庞维国等译:《教学设计原理》,上海:华东师范大学出版社1999年版,第57页。
[1]崔允济:《教学目标:不该被遗忘的教学起点》,《人民教育》2004年第第2期,13-14页。
[1]陈桂生:《“中国的教研组现象”平议》,《南通大学学报(教育科学版)》2006年12月第4期,第1-3页。
[1]叶澜等著:《教师角色与教师发展新探》,北京:教育科学出版社,2001年版,第223页。
1.中央教育科学研究所比较教育研究室编译:《简明国际教育百科全书·教学(下)》,北京:教育科学出版社1990年版。
2.张焕庭主编:《教育辞典》,南京:江苏教育出版社1989年版。
3.周德昌主编:《简明教育辞典》,北京:高等教育出版社1982年版。
4.袁运开主编:《简明中小学教育词典》,上海:华东师范大学出版社2000年版。
5.黄纯才主编:《中国大百科全书·教育卷》,北京·上海:中国大百科全书出版社1985年版。
6.德·朗特里编:《西方教育词典》,上海:上海译文出版社1988年版。
7.马兰:《教学设计视野中的备课程序》,《杭州教育学院报》2000年第9期。
8.上海市中小学课程教材改革委员会办公室:《上海市二期课改的理念与实践:以教学研究为基础的教学实践》,2005年11月16日。
9.牛震乾:《“教案”问题研究》,西北师范大学2004届硕士学位论文。
10.王建军:《课程变革与教师专业发展》,成都:四川教育出版社2004年版。
11.瓦庚著,夏禹文译:《苏联中学高年级历史教师的备课》,北京:人民教育出版社1955年版。
12.加涅等著,皮连生、庞维国等译:《教学设计原理》,上海:华东师范大学出版社1999年版。
13.叶澜著:《教育研究方法论初探》上海:上海教育出版社1999年版。
14.叶澜等著:《教师角色与教师发展新探》,北京:教育科学出版社,2001年版,第223页。
15.田慧生,李如密:《教学论》,石家庄:河北教育出版社1996年版。
16.刘宣:《幼儿园男教师专业发展个案的叙事研究》,华东师范大学2006届硕士学位论文。
17.达尼洛夫·叶希波夫:《教学论》,北京:人民教育出版社1961年版。
18.吴永军主编:《新课程备课新思维》,北京:教育科学出版社2004年版。
19.张长江编著:《怎样备课-中小学体育教师参考书》,北京:人民教育出版社1980年版。
20.杨兰:《小学教师教学设计中的课程决策》,华东师范大学2007届硕士学位论文。
21.陈向明:《质的研究方法与社会科学研究》,北京:教育科学出版社2001年版。
22.陈桂生:《“备课”引论》,《全球教育展望》2007年第2期。
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