语文教研组教研文化的研究
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摘要
学科教研组是教师集体的基本单位,是各科教师的教学研究组织和学校教学行政管理的基层组织。然而,近年来,教研组建设被漠视或者异化,教研组织行政化、教研内容随意化、教研活动形式化、教研成果功利化。教研活动效益低下,没有发挥应有的作用。因此,要改变当前教研活动效益低下现状就迫切需要加强教研组教研文化建设和研究。它的研究适应了教育研究指向教育实践的发展趋势,也是教师专业发展的必然需求。
本论文以Z中学语文教研组作为自己的考察对象,以学校语文教研组的建设和发展为考察内容,细心体味语文教研组教研文化及其建设过程。在考察Z中学语文教研组教师的生存状态和生活方式的基础上,提出应该从教研组教研文化的物质文化、制度文化、行为文化、精神文化四个层次进行分析。目的在于通过对语文教研组教研文化分层次的分析,展现语文教研组教研活动的状态及教研文化对其的影响,希望研究者、学校、教师重视教研文化氛围和环境的营造,提高教师教研积极性,加快教师的专业发展。教研文化,就是教研成员在日常化的各种形式的教研活动中的怎么样思考和行动的方式,是他们自觉的精神和价值观念体系。教研的精神文化是核心,物质文化、制度文化、行为文化是基础和载体。通过对Z中学语文教研组办公室布置及环境的观察,体味教研的物质文化;通过对Z中学语文教研组的机构及管理制度的描述,分析教研的制度文化;通过对Z中学语文教研组的日常教研行为,如:以“教”为着眼点的教学型教研、以“学”为着眼点的学习型教研、教师的培养的叙述,分析教研的行为文化;通过对Z中学语文教研组呈现的四大精神特点的描述及教师们的教研价值的追求,分析教研的精神文化。最后对Z中学语文教研组教研文化进行反思,Z中学语文教研组教研文化有其独特性,也需要不断地改进其教研环境,如加强教研网络的创建,在制度上加强评价制度的完善,在教师培养上给与骨干教师更大的支持,在追求上能始终坚守用教研提升教学,促进学生的全面发展。教研文化在考试制度、新课程改革、社会、学校的大环境之下形成的,它们影响和冲击着教研文化的形成和发展,希望社会、教育有所改观,为教研文化的形成和发展营造更好的环境。
The discipline teaching and research group is the basic unit of teacher collectivity, it is teaching and research organization for various branches and the basic-level organization for teaching administration. However, in recent years, teaching and research building has been ignoring or been alienating, organization of teaching and research has been administrative intervened, the content of teaching and research is optionally, the activities of teaching and research are formalized, group members pursue utilitarian outcome of teaching and research. The teaching and research activity doesn’t play its due role for its low efficiency. Therefore, in order to change the current situation, we have to strengthen the culture building and investigation of teaching and research group. The study is the response to this trend of development that educational research points at teaching practice,it’s also an inevitable demand for the professional development of teacher.
The writer chooses The Chinese teaching and research group of Z Middle School as investigation target, aims at the building and development of Chinese teaching and research group in this school, observes the culture and its building of Chinese teaching and research. On the basic of surveying the teachers’living situation and life style of Chinese teaching and research group in Z Middle School, this paper analyses the teaching and research culture from four aspects of material culture, system culture, behavior and spiritual culture. By means of analysis the culture of teaching and research, this paper lays out the status of teaching and research activities and the effect from teaching and research culture and expresses a few hopes that researcher and teacher value the atmosphere and circumstance constructing for teaching and research, boost teaching research and professional development of teacher. Teaching and Research Culture is a way of thinking and acting of teaching and research members when they take part in various teaching and research activities, is a system of self-conscious spiritual value of the teaching and research members. The core of teaching and research is spiritual culture, the basic and carrier of teaching and research are material culture, system culture and behavior culture. The writer learns the material culture by observing the office arrangement and surroundings, analyses the system culture by describing the organization and management system, analyses the behavior culture by narrating the daily teaching research modes, for example, the teaching-oriented research is with an eye to“teach”, the studying-oriented research is with an eyes to“study”, and the teachers training, studies the spiritual culture by describing the four cultural characteristic and value pursuing of teaching and research members. Reviewing the teaching and research culture of Chinese teaching and research group in Z Middle, the writer concludes that the teaching and research culture of Chinese teaching and research owns its uniqueness, it needs improving teaching and research condition, for example, enhancing the network building of teaching and research, perfecting the meteyard of system, greatly supporting the skeleton teachers training, adhering to upgrade teaching level by teaching and research to promote students’all-round development. Teaching and research culture is formed in the circumstance of examination system, new course reform and the changing of school and society. They affect the forming and development of teaching and research culture. The writer hopes that the society and education condition could be improved to offer better condition for the forming and development of teaching and research culture.
本论文以Z中学语文教研组作为自己的考察对象,以学校语文教研组的建设和发展为考察内容,细心体味语文教研组教研文化及其建设过程。在考察Z中学语文教研组教师的生存状态和生活方式的基础上,提出应该从教研组教研文化的物质文化、制度文化、行为文化、精神文化四个层次进行分析。目的在于通过对语文教研组教研文化分层次的分析,展现语文教研组教研活动的状态及教研文化对其的影响,希望研究者、学校、教师重视教研文化氛围和环境的营造,提高教师教研积极性,加快教师的专业发展。教研文化,就是教研成员在日常化的各种形式的教研活动中的怎么样思考和行动的方式,是他们自觉的精神和价值观念体系。教研的精神文化是核心,物质文化、制度文化、行为文化是基础和载体。通过对Z中学语文教研组办公室布置及环境的观察,体味教研的物质文化;通过对Z中学语文教研组的机构及管理制度的描述,分析教研的制度文化;通过对Z中学语文教研组的日常教研行为,如:以“教”为着眼点的教学型教研、以“学”为着眼点的学习型教研、教师的培养的叙述,分析教研的行为文化;通过对Z中学语文教研组呈现的四大精神特点的描述及教师们的教研价值的追求,分析教研的精神文化。最后对Z中学语文教研组教研文化进行反思,Z中学语文教研组教研文化有其独特性,也需要不断地改进其教研环境,如加强教研网络的创建,在制度上加强评价制度的完善,在教师培养上给与骨干教师更大的支持,在追求上能始终坚守用教研提升教学,促进学生的全面发展。教研文化在考试制度、新课程改革、社会、学校的大环境之下形成的,它们影响和冲击着教研文化的形成和发展,希望社会、教育有所改观,为教研文化的形成和发展营造更好的环境。
The discipline teaching and research group is the basic unit of teacher collectivity, it is teaching and research organization for various branches and the basic-level organization for teaching administration. However, in recent years, teaching and research building has been ignoring or been alienating, organization of teaching and research has been administrative intervened, the content of teaching and research is optionally, the activities of teaching and research are formalized, group members pursue utilitarian outcome of teaching and research. The teaching and research activity doesn’t play its due role for its low efficiency. Therefore, in order to change the current situation, we have to strengthen the culture building and investigation of teaching and research group. The study is the response to this trend of development that educational research points at teaching practice,it’s also an inevitable demand for the professional development of teacher.
The writer chooses The Chinese teaching and research group of Z Middle School as investigation target, aims at the building and development of Chinese teaching and research group in this school, observes the culture and its building of Chinese teaching and research. On the basic of surveying the teachers’living situation and life style of Chinese teaching and research group in Z Middle School, this paper analyses the teaching and research culture from four aspects of material culture, system culture, behavior and spiritual culture. By means of analysis the culture of teaching and research, this paper lays out the status of teaching and research activities and the effect from teaching and research culture and expresses a few hopes that researcher and teacher value the atmosphere and circumstance constructing for teaching and research, boost teaching research and professional development of teacher. Teaching and Research Culture is a way of thinking and acting of teaching and research members when they take part in various teaching and research activities, is a system of self-conscious spiritual value of the teaching and research members. The core of teaching and research is spiritual culture, the basic and carrier of teaching and research are material culture, system culture and behavior culture. The writer learns the material culture by observing the office arrangement and surroundings, analyses the system culture by describing the organization and management system, analyses the behavior culture by narrating the daily teaching research modes, for example, the teaching-oriented research is with an eye to“teach”, the studying-oriented research is with an eyes to“study”, and the teachers training, studies the spiritual culture by describing the four cultural characteristic and value pursuing of teaching and research members. Reviewing the teaching and research culture of Chinese teaching and research group in Z Middle, the writer concludes that the teaching and research culture of Chinese teaching and research owns its uniqueness, it needs improving teaching and research condition, for example, enhancing the network building of teaching and research, perfecting the meteyard of system, greatly supporting the skeleton teachers training, adhering to upgrade teaching level by teaching and research to promote students’all-round development. Teaching and research culture is formed in the circumstance of examination system, new course reform and the changing of school and society. They affect the forming and development of teaching and research culture. The writer hopes that the society and education condition could be improved to offer better condition for the forming and development of teaching and research culture.
引文
1董守生.校本教研制度构建探究[D],济南:山东师范大学,2005.
2陈兴中.校本教研走向的思考[J],教师之友,2005.1.
3郑金洲.程亮.中国教育学研究的发展趋向[J],教育研究,2005.11.
4陈向明,质的研究方法与社会科学研究[M],北京:教育科学出版社,2000
5张云杰,唐玉光.以合作为基础的教师专业发展[J],济南教育学院学报,2004.4.
6李萍.新课改的“教研文化”[J],北京教育,2006.5.
7陈晓.“862”:一种营造教研文化的资源[J],现代教学,2007.1.
8http://www.tjjy.com.cn/dj/readreportarticle.asp?id=78
9钱薇.浅谈教研组建设的评价[J],中小学管理,2006.2.
10胡惠闵.校本管理[M],四川:四川教育出版社,2005.8:163
11 顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:211
12顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:211
13胡惠闵.校本管理[M],四川:四川教育出版社,2005.8:177
14顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:88
1、杨全印、孙稼麟.学校文化研究——对一所中学的学校文化透视[M],北京:教育科学出版社,2005,11.
2、赵中建.学校文化[M],上海:华东师范出版社,2004.
3、郑金州.教育文化学[M],北京:人民教育出版社,2000.
4、刘云杉.学校生活社会学[M],南京:南京师范大学出版社,2000.
5、阎光才.识读大学:组织文化的视角[M],北京:教育科学出版社,2002.
6、王有升.理想的限度——学校教育的现实建构[M],北京:北京师范大学出版社,2003.
7、刘良华.校本教学研究[M],成都:四川教育出版社,2005.
8、迈克尔富兰.变革的力量——透视教育改革[M],北京:教育科学出版社,2004.
9、迈克尔富兰.变革的力量——深度变革[M],北京:教育科学出版社,2004.
10、罗伯特·G·欧文斯.教育组织行为学[M],上海:华东师范出版社,2001.
11、潘国青.学校教育科研新论[M],上海:上海教育出版社,2005.
12、郑慧琦、胡兴.教师成为研究者[M],上海:上海教育出版社,2005.
13、钟启泉.知识社会与学校文化的重塑[J],教育发展研究,2002.1.
14、陈向明.在行动中学做质的研究[M],北京:教育科学出版社,2003.
15、裴娣娜. 教育研究方法导论[M],安徽:安徽教育出版社,1995.
16、潘庆玉. 试论教育研究方法论的整合[J],山东师范学报(人文社科版),2001.4.
17、朱慕菊主编.走进新课程——与课程实施者对话[M],北京:北京师范大学出版社 2002.4.
18、周建华.行动与收获——昆山玉峰试验学校“新教育实验”纪实[M],福建:福建教育出版社,2005.
19、张行涛、李玉平. 走进校本教研[M],北京:开明出版社,2003.11
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21、Jane Bumpers Huffman & Kristine Kiefer Hipp. 学习型学校的文化重构[M],北京:中国轻工业出版社,2006.3.
22、胡庆芳、汤立宏、赵勤、严青. 校本教研时间创新[M],北京:教育科学出版社,2007.6.
23、Joanne Martin . 组织文化[M],上海:上海财经大学出版社,2005.1.
25、石伟主编. 组织文化[M],上海:复旦大学出版社,2004.8.
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27、季萍.学校文化自我诊断[M],北京:教育科学出版社,2004.6.
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32、陈敬文.评课[M],福建:福建教育出版社,2005.7.
33、李海林.语文教学科研十讲[M],江苏:浙江教育出版社,2005.12.
34、董守生.校本教研制度构建探究[D],济南:山东师范大学,2005.
35、郑金洲、程亮.中国教育学研究的发展趋向[J],教育研究,2005.11.
36、张云杰、唐玉光.以合作为基础的教师专业发展[J],济南教育学院学报,2004.4.
37、李 萍.新课改的“教研文化” [J],北京教育,2006.5.
38、陈晓.“862”:一种营造教研文化的资源[J],现代教学,2007.1.
39、姚晓华.在教研文化建设中,打造学习型教师队伍[J],云南教育,2005.4.
40、张立昌.论基础教育课程改革的学校文化适应性及其改造的目标[J],比较教育研究,2005.4.
41、刘良华.教学叙事重建教师思维[J],课堂内外,2004.7.
42、刘良华.教学叙事研究[J],现代教育丛论,2002.4.
43、丁刚.教育理论方式[J],教育研究,2003.2.
44、陈兴中.校本教研走向的思考[J],教师之友,2005.1.
45、钱薇.浅谈教研组建设的评价[J],中小学管理,2006.2 .
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48、胡惠闵.校本管理[M],四川:四川教育出版社,2005.8.
49、景盛.“磨课”三思[J],中小学管理,2007.3.
50、雷树福.教师磨课的操作要求[J],教学与管理,2005.2.
2陈兴中.校本教研走向的思考[J],教师之友,2005.1.
3郑金洲.程亮.中国教育学研究的发展趋向[J],教育研究,2005.11.
4陈向明,质的研究方法与社会科学研究[M],北京:教育科学出版社,2000
5张云杰,唐玉光.以合作为基础的教师专业发展[J],济南教育学院学报,2004.4.
6李萍.新课改的“教研文化”[J],北京教育,2006.5.
7陈晓.“862”:一种营造教研文化的资源[J],现代教学,2007.1.
8http://www.tjjy.com.cn/dj/readreportarticle.asp?id=78
9钱薇.浅谈教研组建设的评价[J],中小学管理,2006.2.
10胡惠闵.校本管理[M],四川:四川教育出版社,2005.8:163
11 顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:211
12顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:211
13胡惠闵.校本管理[M],四川:四川教育出版社,2005.8:177
14顾明远主编.教育大辞典(第一卷)[M],上海:上海教育出版社,1991:88
1、杨全印、孙稼麟.学校文化研究——对一所中学的学校文化透视[M],北京:教育科学出版社,2005,11.
2、赵中建.学校文化[M],上海:华东师范出版社,2004.
3、郑金州.教育文化学[M],北京:人民教育出版社,2000.
4、刘云杉.学校生活社会学[M],南京:南京师范大学出版社,2000.
5、阎光才.识读大学:组织文化的视角[M],北京:教育科学出版社,2002.
6、王有升.理想的限度——学校教育的现实建构[M],北京:北京师范大学出版社,2003.
7、刘良华.校本教学研究[M],成都:四川教育出版社,2005.
8、迈克尔富兰.变革的力量——透视教育改革[M],北京:教育科学出版社,2004.
9、迈克尔富兰.变革的力量——深度变革[M],北京:教育科学出版社,2004.
10、罗伯特·G·欧文斯.教育组织行为学[M],上海:华东师范出版社,2001.
11、潘国青.学校教育科研新论[M],上海:上海教育出版社,2005.
12、郑慧琦、胡兴.教师成为研究者[M],上海:上海教育出版社,2005.
13、钟启泉.知识社会与学校文化的重塑[J],教育发展研究,2002.1.
14、陈向明.在行动中学做质的研究[M],北京:教育科学出版社,2003.
15、裴娣娜. 教育研究方法导论[M],安徽:安徽教育出版社,1995.
16、潘庆玉. 试论教育研究方法论的整合[J],山东师范学报(人文社科版),2001.4.
17、朱慕菊主编.走进新课程——与课程实施者对话[M],北京:北京师范大学出版社 2002.4.
18、周建华.行动与收获——昆山玉峰试验学校“新教育实验”纪实[M],福建:福建教育出版社,2005.
19、张行涛、李玉平. 走进校本教研[M],北京:开明出版社,2003.11
20、Sylvia M. Roberts & Eunice Z. Pruitt.学习型学校的专业发展——合作活动和策略[M],北京:中国轻工业出版社,2004.10.
21、Jane Bumpers Huffman & Kristine Kiefer Hipp. 学习型学校的文化重构[M],北京:中国轻工业出版社,2006.3.
22、胡庆芳、汤立宏、赵勤、严青. 校本教研时间创新[M],北京:教育科学出版社,2007.6.
23、Joanne Martin . 组织文化[M],上海:上海财经大学出版社,2005.1.
25、石伟主编. 组织文化[M],上海:复旦大学出版社,2004.8.
26、鲁宏飞、沈艳华、魏馨.学校文化建设与管理研究[M],上海:华东师范大学出版社,2007.7.
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