教师教学决策研究
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摘要
随着基础教育课程改革的深入发展,人们对教师的地位与作用的认识发生了很大的变化,同时也对教师提出了前所未有的挑战。教师不能只是课程、教科书和大纲的被动执行者,而是要在不断地制定教学计划、修正课程目标和教学内容等反复的教学过程中进行各种选择、判断和决策。教学的多样性和变动性要求教师应该是真正的专业人员,是决策者而不仅仅是执行者。要提高教育教学质量、培养全面发展的人以及促进教师专业成长,就应该唤醒教师的决策意识,使教师成为真正的“决策者”。因此。开展教师教学决策的研究具有重要的理论意义和现实意义。
全文共分九个部分:
导论阐明了本研究的缘起、研究的意义和研究设计。
第一章教师教学决策研究的概况。本章对一些核心概念进行了界定,对国外教师教学决策研究的发展历程以及国内与教师教学决策相关研究的概况进行了综述。本研究认为,教师教学决策,是指教师为了实现教学目标与完成教学任务,根据自己的信念、知识和不断形成的实践智慧,通过对教学实践的预测、分析和反思,从而确定最有效的教学方案等一系列发挥教师主观能力的动态过程。教师教学决策是教师的思维与实践的桥梁和纽带,是教师在教学过程中主观意志的表现,对教师行为起着组织和指导作用。教师教学决策的目的是提高教学的有效性,这一目的的实现,主要体现在教师教学决策的过程之中。教师教学决策的主要特点有:生成性、预测性、协调性和过程性。
第二章教师教学决策的理论基础。教师教学决策作为一种教学理念,并不仅仅是教师行为方式与方法的更改,而是要求教师转变思想认识,更新教育教学观念。这些观念的转变是有其深刻的理论基础的。其中,情境认知与学习理论为教师教学决策提供了认识论基础,复杂科学理论为教师教学决策奠定了方法论基础,而反思性实践家理念则构成了教师教学决策的实践论基础。
第三章教师教学决策的主要因素。教师信念、教师知识和不断形成的教师实践智慧是教师教学决策合理性的最可靠基础和重要的影响因素。教师信念是教师对学科教学自认为可以确信的看法,包括学科知识观、学习观、教学观、课程观、学生观和教师观等,教师教学决策成效很大程度上取决于教师的信念或期望。一般认为,教师知识包括三个部分:学科知识、相关文化知识以及教育科学知识。教师对教学做出合理的决策,需要广博的基础知识,包括教育理论、教学实践、个人经验等各方面所积累的知识。教师的实践智慧,是指在教学实践活动中形成的有关教学整体的真理性的直觉认识,是教师对教育教学合理性的追求,对教育教学情景的感知、辨别与顿悟,以及对教育教学道德品性的彰显。教师实践智慧对教师教学决策的影响,就教学过程而言表现为对知识传授的超越,就教学方法而言表现为一种教学机智。教师教学决策的影响因素既有客观、理性的一面,也有主观、非理性的一面。教学环境因素以及情绪因素等都会对教师教学决策产生重要的影响。
第四章教师教学决策的过程。教师教学决策过程不等同于教学过程但存在于整个教学过程之中。在教学过程的不同阶段教师教学决策的目的、任务和手段也会不同。教师教学决策是一个过程而不是简单的选择教学方案的行为。一般的程序包括识别教学决策问题、明确教学决策目标、选择教学决策方案以及评价教学决策效果。教师教学决策根据教学过程的时间顺序可分为:第一,教师教学计划决策。主要包括教师对先前教学经验的反思,对自身与学生以及教与学的认识,对可以使用的知识来源及其背景的了解,对长期的一般性目标的确定,对课程的内容及重点的思考,以及对班级与学校的社会文化情境的理解等。第二,教师教学互动决策。主要体现在教师机智地应用教学技能、灵活地执行教学计划以及根据实际情况调整教学策略、提高教学效果等一系列的教学活动之中。第三,教师教学评价决策。内容主要包括对教学方法评价的决策,对教学效果评价的决策以及对学生学习情况评价的决策。
第五章教师教学决策调查分析(一)——教师教学计划决策的调查分析。通过对教师教学计划决策的现状调查研究,我们发现:第一,教学计划决策的教材定向。大部分教师对教育价值的选择还停留在“传递知识”上,虽已关注到学生技能、技巧,甚至智力和能力的发展,但大多仅为点缀。第二,教学计划决策对教学活动的重视。这就使得活动设计成为教师教学计划决策的主体,占据教师大量的时间和精力。第三,教师教学决策的基础知识需要加强,尤其是一些教师对有关教学专业知识的需求。缺少这些知识,教师就难以做出有效的教学决策。
第六章教师教学决策调查分析(二)——教师教学互动决策的调查分析。对教师教学互动决策的现状调查研究主要体现在以下几个方面:教学技能、教学方法以及教学策略。研究结果发现:第一,教学技能中教师教学互动决策的经验化。这将有可能最终导致教师思维的固化,行为的僵化。第二,教学方法中教师教学互动决策的不连贯性。教师在不断地有意无意地做着各种教学互动决策,但这些决策很多是散乱的。第三,教学策略中教师教学互动决策的随意性。教师对一些新理念的理解有点混乱,因而在教学互动决策上没有方向性,导致决策目标不明确。
第七章教师教学决策调查分析(三)——教师教学评价决策的调查分析。对教师教学评价决策现状的考察主要体现在以下两个方面:一是教师选择了什么内容来进行评价;二是教师选择什么方式来评价以及怎样实施评价。研究结果发现:第一,教学评价主体的单一化;第二,教学评价理论的滞后与评价传统的制约;第三,对教学评价决策的忽视。
第八章结论与建议。本研究认为,目前中小学教师教学决策存在的问题主要表现在三个方面:一是教师教学决策权力意识比较淡薄,二是教师教学决策能力有待提高,三是教师教学决策过程需要指导。因此,我们对改善教师教学决策的现状提出以下几点建议:第一,提升教师的教学决策权力意识,赋予教师一定的教学决策权力;第二,扩充教师教学决策的知识和能力基础,发展教师的实践智慧和促进教师的行动研究;第三,建立教师教学决策的运行机制。通过这些措施,将会有利于提高教师的教学决策能力与水平。
As the development of the Curriculum Reform of Basic Education,the status and role of teachers are changing,but at the same time teachers are slso faced with unheardof challenges. Teachers should not just carry out the curriculum passively,instead they should establish,choose and decide the contents of curriculum,and try to teach effectively.The diversity and variability of teaching practice requires teachers should be the professionals and the decision-makers,not the just executors.So,if we want to improve the teaching quality and cultivate the all-round students,we must study the theory of teacher decision-making,arouse the intention of teacher decision-making and urge teachers to be real decision-makers.So,it is enssential both in theory and in practice to study on teacher decision-making.
The thesis consists of nine sections:
INTRODUCTION.In this part,the origin,the significance and the design of the study are given.
CHAPTER 1 LITERATURE REVIEWS.In this chapter,some core concepts are defined,and some of the related research is reviewed.Teacher decision-making is a personal behavior.To achieve the aims and tasks of teaching,teacbers should predict,analyse and reflect their teaching process by way of their own beliefs,knowledge and practical wisdom,and then decide which project is the best one.So teacher decision-making is a dymamic process,and is also the linkage between thinking and practice.Teacher decision-making structure and direct teachers' behavior,and the purpose of teacher decision-making is to achieve thc effective teaching.The characteristics of teacher decision-making are embodied in:creating,predicting,harmonizing and processing.
CHAPTER 2 THEORETICAL BASES OF TEACHER DECISION-MAKING.Teacher decision-making,serves as assumptions and beliefs,not only changes teachers' behavior and teaching methods,but also redirects and establishcs teachers' ncw beliefs,strateies,methods and techniques.All these changes have their theoretical bases.The Contexts Recognition and Learning Theory serves as epistemology base,the Complexicity Science Theory as methodology base,and the Reflective Practisioner as practicality base.
CHAPTER 3 THE MAIN FACTORS OF TEACHER DECISION-MAKING.The base and factors of teacher decision-making include the following aspects:teacher's belief system,teacher's knowledge and teacher's practical wisdom.Teacher's belief inluence his or her decisions about what and how to teach.Teachers make assumptions and depend on beliefs in their everyday teaching lives. Teacher's knowledge includes teacher's content knowledge,teacher's cultural knowledge and teacher's padegogical knowledge.Teacher's practical wisdom comes from teacher's practice,and it is a kind of rational intuition.To achieve the better teaching result,teachers constantly apperceive, distinguish and comprehend the teaching circumstance.Teacher's wisdom refers to teacher's advanced teaching perspective,tact teaching technique,teaching skill and teaching strategy.There are also other factors that influence teacher's decision-making:teaching condition and teacher's emotion,and so on.
CHAFFER 4 THE PROCESS OF TEACHER DECISION-MAKING.The process of teacher decision-making is different from teaching process.The purpose,task,and method of teacher decision-making differ in the different stage of teaching.The process of teacher decision-making goes as following:identify the teaching problem,explicit the teaching purpose,choose the teaching scheme and assess the teaching results.Decisions occur in three different loci of teacing:planning and preparing for instruction,the interaction phase,and evaluating learing outcomes.Each of these loci involves different kinds of considerations.So we call them as teacher planning decision-making, teacher interaction decision-making and teacher assessment decision-making.
CHAPTER 5 INVESTIGATION OF TEACHER DECISION-MAKING(1):TEACHER PLANNING DECISION-MAKING In the investigation of the teacher planning decision-making, we find the following phenomena and problems:Firstly,teachers usually followed the book knowledge oreintation,but neglected to cultivate students learning skill and capability.Secondly, some teachers paid too much attention to organizing the activity for the class,not the teaching process itself.And thirdy,some teachers lacked the decision-making skills and ability.
CHAPTER 6 INVESTIGATION OF TEACHER DECISION-MAKING(2):TEACHER INTERACTIVE DECISION-MAKING.We investigate teacher interaction decision-making from three aspects:teaching techniques,teaching methods,and teaching strategies.We find that:First, teacher's teaching experience plays significent role in choosing the teaching techniques.Second,in the teaching process,some teachers used the method in an incoherence way,so sometimes the classroom was in a messy state.Third,some theachers took advantage of teaching strategies at will, so some of teaching aim could not be obtained
CHAPTER 7 INVESTIGATION OF TEACHER DECISION-MAKING(3):TEACHER ASSESSMENT DECISION-MAKING.Two aspects of teacher assessment decision-making are investigated in our study.We find that,on one hand,some teachers just assessed the students' learning,and they ormited to assess the other parts such as teaching process,teacher's presentation and teaching envimment,etc;on the other hand,some teachers didn't take any assessment or evaluation,and that means assessment or evaluation in teaching process is not important.
CHAPTER 8 CONCLUSIONS AND SUGGESSTIONS.Based on the above analyses and investigation,we get the following result:Firstly,in our primary and secondary education,during school life,some teachers are not conscious of the right to teacher decision-making.Secondly,some teachers lack the ability and capacity of teacher decision-making.Thirdly,the decision-making process of some teachers need guide.So based on our study,we suggest that the following measures can be taken to improve teacher decision-making ability and capability:First,we should emporer teachers,to give them more right to decide their own teaching aim,teaching process and teaching assessment.Second,we should improve teachers' basic knowledge and skill of decision-making,to urge them to improve their practical wisdom and take action research.Third,we should build a set system to make sure that teacher should analyze,make decisions and reflect during their teaching process.
全文共分九个部分:
导论阐明了本研究的缘起、研究的意义和研究设计。
第一章教师教学决策研究的概况。本章对一些核心概念进行了界定,对国外教师教学决策研究的发展历程以及国内与教师教学决策相关研究的概况进行了综述。本研究认为,教师教学决策,是指教师为了实现教学目标与完成教学任务,根据自己的信念、知识和不断形成的实践智慧,通过对教学实践的预测、分析和反思,从而确定最有效的教学方案等一系列发挥教师主观能力的动态过程。教师教学决策是教师的思维与实践的桥梁和纽带,是教师在教学过程中主观意志的表现,对教师行为起着组织和指导作用。教师教学决策的目的是提高教学的有效性,这一目的的实现,主要体现在教师教学决策的过程之中。教师教学决策的主要特点有:生成性、预测性、协调性和过程性。
第二章教师教学决策的理论基础。教师教学决策作为一种教学理念,并不仅仅是教师行为方式与方法的更改,而是要求教师转变思想认识,更新教育教学观念。这些观念的转变是有其深刻的理论基础的。其中,情境认知与学习理论为教师教学决策提供了认识论基础,复杂科学理论为教师教学决策奠定了方法论基础,而反思性实践家理念则构成了教师教学决策的实践论基础。
第三章教师教学决策的主要因素。教师信念、教师知识和不断形成的教师实践智慧是教师教学决策合理性的最可靠基础和重要的影响因素。教师信念是教师对学科教学自认为可以确信的看法,包括学科知识观、学习观、教学观、课程观、学生观和教师观等,教师教学决策成效很大程度上取决于教师的信念或期望。一般认为,教师知识包括三个部分:学科知识、相关文化知识以及教育科学知识。教师对教学做出合理的决策,需要广博的基础知识,包括教育理论、教学实践、个人经验等各方面所积累的知识。教师的实践智慧,是指在教学实践活动中形成的有关教学整体的真理性的直觉认识,是教师对教育教学合理性的追求,对教育教学情景的感知、辨别与顿悟,以及对教育教学道德品性的彰显。教师实践智慧对教师教学决策的影响,就教学过程而言表现为对知识传授的超越,就教学方法而言表现为一种教学机智。教师教学决策的影响因素既有客观、理性的一面,也有主观、非理性的一面。教学环境因素以及情绪因素等都会对教师教学决策产生重要的影响。
第四章教师教学决策的过程。教师教学决策过程不等同于教学过程但存在于整个教学过程之中。在教学过程的不同阶段教师教学决策的目的、任务和手段也会不同。教师教学决策是一个过程而不是简单的选择教学方案的行为。一般的程序包括识别教学决策问题、明确教学决策目标、选择教学决策方案以及评价教学决策效果。教师教学决策根据教学过程的时间顺序可分为:第一,教师教学计划决策。主要包括教师对先前教学经验的反思,对自身与学生以及教与学的认识,对可以使用的知识来源及其背景的了解,对长期的一般性目标的确定,对课程的内容及重点的思考,以及对班级与学校的社会文化情境的理解等。第二,教师教学互动决策。主要体现在教师机智地应用教学技能、灵活地执行教学计划以及根据实际情况调整教学策略、提高教学效果等一系列的教学活动之中。第三,教师教学评价决策。内容主要包括对教学方法评价的决策,对教学效果评价的决策以及对学生学习情况评价的决策。
第五章教师教学决策调查分析(一)——教师教学计划决策的调查分析。通过对教师教学计划决策的现状调查研究,我们发现:第一,教学计划决策的教材定向。大部分教师对教育价值的选择还停留在“传递知识”上,虽已关注到学生技能、技巧,甚至智力和能力的发展,但大多仅为点缀。第二,教学计划决策对教学活动的重视。这就使得活动设计成为教师教学计划决策的主体,占据教师大量的时间和精力。第三,教师教学决策的基础知识需要加强,尤其是一些教师对有关教学专业知识的需求。缺少这些知识,教师就难以做出有效的教学决策。
第六章教师教学决策调查分析(二)——教师教学互动决策的调查分析。对教师教学互动决策的现状调查研究主要体现在以下几个方面:教学技能、教学方法以及教学策略。研究结果发现:第一,教学技能中教师教学互动决策的经验化。这将有可能最终导致教师思维的固化,行为的僵化。第二,教学方法中教师教学互动决策的不连贯性。教师在不断地有意无意地做着各种教学互动决策,但这些决策很多是散乱的。第三,教学策略中教师教学互动决策的随意性。教师对一些新理念的理解有点混乱,因而在教学互动决策上没有方向性,导致决策目标不明确。
第七章教师教学决策调查分析(三)——教师教学评价决策的调查分析。对教师教学评价决策现状的考察主要体现在以下两个方面:一是教师选择了什么内容来进行评价;二是教师选择什么方式来评价以及怎样实施评价。研究结果发现:第一,教学评价主体的单一化;第二,教学评价理论的滞后与评价传统的制约;第三,对教学评价决策的忽视。
第八章结论与建议。本研究认为,目前中小学教师教学决策存在的问题主要表现在三个方面:一是教师教学决策权力意识比较淡薄,二是教师教学决策能力有待提高,三是教师教学决策过程需要指导。因此,我们对改善教师教学决策的现状提出以下几点建议:第一,提升教师的教学决策权力意识,赋予教师一定的教学决策权力;第二,扩充教师教学决策的知识和能力基础,发展教师的实践智慧和促进教师的行动研究;第三,建立教师教学决策的运行机制。通过这些措施,将会有利于提高教师的教学决策能力与水平。
As the development of the Curriculum Reform of Basic Education,the status and role of teachers are changing,but at the same time teachers are slso faced with unheardof challenges. Teachers should not just carry out the curriculum passively,instead they should establish,choose and decide the contents of curriculum,and try to teach effectively.The diversity and variability of teaching practice requires teachers should be the professionals and the decision-makers,not the just executors.So,if we want to improve the teaching quality and cultivate the all-round students,we must study the theory of teacher decision-making,arouse the intention of teacher decision-making and urge teachers to be real decision-makers.So,it is enssential both in theory and in practice to study on teacher decision-making.
The thesis consists of nine sections:
INTRODUCTION.In this part,the origin,the significance and the design of the study are given.
CHAPTER 1 LITERATURE REVIEWS.In this chapter,some core concepts are defined,and some of the related research is reviewed.Teacher decision-making is a personal behavior.To achieve the aims and tasks of teaching,teacbers should predict,analyse and reflect their teaching process by way of their own beliefs,knowledge and practical wisdom,and then decide which project is the best one.So teacher decision-making is a dymamic process,and is also the linkage between thinking and practice.Teacher decision-making structure and direct teachers' behavior,and the purpose of teacher decision-making is to achieve thc effective teaching.The characteristics of teacher decision-making are embodied in:creating,predicting,harmonizing and processing.
CHAPTER 2 THEORETICAL BASES OF TEACHER DECISION-MAKING.Teacher decision-making,serves as assumptions and beliefs,not only changes teachers' behavior and teaching methods,but also redirects and establishcs teachers' ncw beliefs,strateies,methods and techniques.All these changes have their theoretical bases.The Contexts Recognition and Learning Theory serves as epistemology base,the Complexicity Science Theory as methodology base,and the Reflective Practisioner as practicality base.
CHAPTER 3 THE MAIN FACTORS OF TEACHER DECISION-MAKING.The base and factors of teacher decision-making include the following aspects:teacher's belief system,teacher's knowledge and teacher's practical wisdom.Teacher's belief inluence his or her decisions about what and how to teach.Teachers make assumptions and depend on beliefs in their everyday teaching lives. Teacher's knowledge includes teacher's content knowledge,teacher's cultural knowledge and teacher's padegogical knowledge.Teacher's practical wisdom comes from teacher's practice,and it is a kind of rational intuition.To achieve the better teaching result,teachers constantly apperceive, distinguish and comprehend the teaching circumstance.Teacher's wisdom refers to teacher's advanced teaching perspective,tact teaching technique,teaching skill and teaching strategy.There are also other factors that influence teacher's decision-making:teaching condition and teacher's emotion,and so on.
CHAFFER 4 THE PROCESS OF TEACHER DECISION-MAKING.The process of teacher decision-making is different from teaching process.The purpose,task,and method of teacher decision-making differ in the different stage of teaching.The process of teacher decision-making goes as following:identify the teaching problem,explicit the teaching purpose,choose the teaching scheme and assess the teaching results.Decisions occur in three different loci of teacing:planning and preparing for instruction,the interaction phase,and evaluating learing outcomes.Each of these loci involves different kinds of considerations.So we call them as teacher planning decision-making, teacher interaction decision-making and teacher assessment decision-making.
CHAPTER 5 INVESTIGATION OF TEACHER DECISION-MAKING(1):TEACHER PLANNING DECISION-MAKING In the investigation of the teacher planning decision-making, we find the following phenomena and problems:Firstly,teachers usually followed the book knowledge oreintation,but neglected to cultivate students learning skill and capability.Secondly, some teachers paid too much attention to organizing the activity for the class,not the teaching process itself.And thirdy,some teachers lacked the decision-making skills and ability.
CHAPTER 6 INVESTIGATION OF TEACHER DECISION-MAKING(2):TEACHER INTERACTIVE DECISION-MAKING.We investigate teacher interaction decision-making from three aspects:teaching techniques,teaching methods,and teaching strategies.We find that:First, teacher's teaching experience plays significent role in choosing the teaching techniques.Second,in the teaching process,some teachers used the method in an incoherence way,so sometimes the classroom was in a messy state.Third,some theachers took advantage of teaching strategies at will, so some of teaching aim could not be obtained
CHAPTER 7 INVESTIGATION OF TEACHER DECISION-MAKING(3):TEACHER ASSESSMENT DECISION-MAKING.Two aspects of teacher assessment decision-making are investigated in our study.We find that,on one hand,some teachers just assessed the students' learning,and they ormited to assess the other parts such as teaching process,teacher's presentation and teaching envimment,etc;on the other hand,some teachers didn't take any assessment or evaluation,and that means assessment or evaluation in teaching process is not important.
CHAPTER 8 CONCLUSIONS AND SUGGESSTIONS.Based on the above analyses and investigation,we get the following result:Firstly,in our primary and secondary education,during school life,some teachers are not conscious of the right to teacher decision-making.Secondly,some teachers lack the ability and capacity of teacher decision-making.Thirdly,the decision-making process of some teachers need guide.So based on our study,we suggest that the following measures can be taken to improve teacher decision-making ability and capability:First,we should emporer teachers,to give them more right to decide their own teaching aim,teaching process and teaching assessment.Second,we should improve teachers' basic knowledge and skill of decision-making,to urge them to improve their practical wisdom and take action research.Third,we should build a set system to make sure that teacher should analyze,make decisions and reflect during their teaching process.
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张迎凯.复杂性视阈下的教师教学决策研究[D].河南大学硕士论文,2007年6月。
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