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第5章教师与教学专业PPT课件.ppt

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    • 第5章 教师与教学专业 Chapter 5 Teacher and Teaching Profession 学习内容:Ø教师角色隐喻的意义Ø教师角色的不同观点Ø专业化与教师专业化Ø教师的专业素质结构Ø有效教师的素质特征Ø教师专业发展的阶段 问题聚焦:Ø教师角色的多种隐喻对我们有何启示?Ø为什么说教学是一种专业?Ø教学专业有什么特点?Ø教师专业化发展的路径有哪些?Ø当代教师应该具备什么样的素质结构?Ø你愿意成为一名教师吗?为什么?Ø你认为怎样才能成为一名好教师?Ø有效教师有什么特点? 一、教师及其角色隐喻(一)关于教师的定义教师一词有两重含义,既指一种社会角色,又指这一角色的承担者 广义的教师泛指传授思想、知识、经验和技能的人 狭义的教师是指在学校中从事教育、教学活动的人专业化背景下的教师是指经过专门教育机构培养和训练,在各级学校中从事教育、教学工作的专业人员教师是在教学世界里引导学生发展同时发展自己的人熊川武,2010,p83)•职前教师与在职教师 •教师与教师学•教师教育与教师教育学 About a teacherA teacher or schoolteacher is a person who provides education for pupils (children) and students (adults). In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum. (From: http://en.wikipedia.org/wiki/Teacher) Some terms about teacherØPre-service teacherØprospective teacherØStudents teacherØComing teacherØTeacher candidaterØFuture teacherØIn-service teacherØNewcomerØNovice teacherØTeacher students (And more) (二)关于教师的称谓Ø教书匠——最通俗、范围最广的称呼; Ø先生——最历史悠久的尊称; Ø夫子——最古老的尊称; Ø教员——港台等地区最流行的称呼; Ø园丁——最质朴无华的褒称; Ø蜡烛——最温馨动人的称谓;  Ø慈母——最真情感人的爱称; Ø春蚕——最纯挚的称谓; Ø春雨——最生动形象的默称; Ø人梯——最高评价的专称; Ø孺子牛——最具中国特色的喻称; Ø教练——指导、训练和督导他人试图完成某种使命或任务的人; Ø人类灵魂工程师——最富哲理的称谓(作为教师应该以爱心和 知识触摸、改变人的内心)。

      (来源:百度2012) (三)关于教师的隐喻Ø“教师是人类灵魂的工程师” (“工程师论”)Ø“教师是辛勤的园丁” (“园丁论”)Ø“教师是蜡烛” (“蜡烛论”)Ø“教师是路标” Ø“教师是摆渡人” Ø“教师是梯子” Ø“教师是学生的一面镜子” Ø“教师是学生的拐杖” Ø“教师是乐队指挥” Ø“教师是球队教练” Ø“教师是导演” Ø“教师是春蚕” Ø“教师是孺子牛”Ø“教师是铺路石”Ø“教师是太阳” (参见陈向明,2001) 二、中外关于教师角色的观点 (一)西方学者的观点举要Ø麦金太尔和奥海尔:Ø组织者角色Ø交流者角色Ø激发者角色Ø管理者角色Ø革新者角色Ø咨询者角色Ø伦理者角色Ø职业角色Ø政治角色Ø法律角色 (D.John McIntyre and Mary John O’Hair ,1996) (二)国内学者的观点举要•知识的传授者•学习者•学生发展的引导者和促进者•教学的组织者•教育的研究者 ——(迟艳杰 主编《教学论》,2009年版,第90-92页) 三、专业化与教师专业化三、专业化与教师专业化(一)专业、专业化与教师专业化专业是指专门从事的某种工作或职业。

      它有一套衡量的标准专业化是指一个普通的职业群体在一定时期内,逐渐符合专业标准、成为专门职业并获得相应的专业地位的过程教师专业化是指教师个人成为教学专业的成员并且在教学中具有越来越成熟的作用这样一个转变过程 •教师职业专业化其实是教师教学专业化 •把教学看成是一种专业是因为教学基本符合作为专业的标准•实际中也有“准专业”和“半专业”的看法教师职业与教学专业教师职业与教学专业 As a professionThe main milestones which mark an occupation being identified as a profession are: 一种职业成为一个专业的基本标志It became a full-time occupation;The first training school was established;The first university school was established;The first local association was established;The first national association was established;The codes of professional ethics were introduced;State licensing laws were established. (http://en.wikipedia.org/wiki/Profession) (二)教师专业化的标准我国最新的《中学教师专业标准》(试行)的基本内容包含“维度”、“领域”和“基本要求”三个层次。

      “三个维度”是“专业理念与师德”、“专业知识”和“专业能力”;在各个维度下,确立了四至六个不等的领域;在每个领域之下,又提出了三至六项不等的基本要求 u 维度一:专业理念与师德 1. 职业理解与认识 2. 对学生的态度与行为 3. 教育教学的态度与行为 4. 个人修养与行为u 维度二:专业知识 5. 教育知识 6. 学科知识 7. 学科教学知识 8. 通识性知识 u 维度三:专业能力 9. 教学设计 10. 教学实施 11. 班级管理与教育活动 12. 教育教学评价 13. 沟通与合作 14. 反思与发展 四、当代教师专业素质结构四、当代教师专业素质结构(一)基于专业标准的教师专业素质框架 1. 专业意识:角色定位 2. 专业情趣:兴趣引领 3. 专业精神:爱岗敬业 4. 专业知识:核心要素 5. 专业理论:科学依据 6. 专业能力:关键要素 7. 专业智慧:艺术体现 8. 专业理想:持续发展 当代教师专业素质结构图当代教师专业素质结构图•专业意识•专业理想•专业情趣•专业智慧专业专业精神精神专业专业知识知识专业专业能力能力专业专业理论理论 (二)教师专业知识与专业能力结构1. 专业知识结构专业知识结构Ø本体性知识/学科知识Ø条件性知识/教育知识Ø实践性知识/个人知识Ø文化性知识/相关知识 陈向明 实践性知识实践性知识: : 教师专业发展的知识基础教师专业发展的知识基础,,北京大学教育评论,2003年第1期。

      被引1233次,下载7881次p关于教师实践性知识的研究 教师专业知识结构图教师教师知识知识条件性条件性知识知识实践性实践性知识知识本体性本体性知识知识文化性文化性知识知识 2.2.专业能力结构专业能力结构 口语表达与文本表达能力 基础性能力 班级建设与班级管理能力 基础性能力 课程与教学资源开发能力 基础性能力 教育技术与网络运用能力 基础性能力 课堂教学与课堂管理能力 核心性能力 课业评鉴与学习指导能力 核心性能力 特殊儿童教育与咨询能力 辅助性能力 人际交往与合作共事能力 辅助性能力 教学反思与教学研究能力 发展性能力 专业发展与教学创新能力 发展性能力 五、有效教师的特征五、有效教师的特征ØEnthusiasm/教学有热情ØOrganized/ 教学有条理ØClarity/ 教学语言清晰ØBusiness-like/教学效率高ØInteraction/师生互动显著(Jim Flowers,2008)(一)西方学者的研究举要 Effective Teacher FACE-TO-FACE1. Respectful 有礼貌的2. Knowledgeable 博学的3. Approachable 可亲的4. Engaging 有吸引力的5. Communicative 会交流的6. Responsive 反应敏捷的7. Organized 有条理的8. Professional 专业的9. Humorous 幽默的 ((Ellen Smyth,,2011))u英国英国学生对有效教师的看法学生对有效教师的看法( (先视频先视频 后文本)后文本) 视频视频1 1 视频视频2 2 英国学生对有效教师的看法英国学生对有效教师的看法(文本整理)(文本整理)1.Encourages you 2.Likes teaching children3.Cares for your opinion 4.Doesn’t give up on you5.Tells the truth 6.Has confidence in you 7.Is generous 8.Makes allowances9.Tells you how you are doing 10.Stands up for you11.Enjoys their subject 12.Listens to you13.Treats everyone equally 14.Allows you to have your say15.Helps you when you are stuck 16.Make you fell clever17.Is forgiving 18.Is kind19.Has faith in you 20.Takes time to explain things (英国华威大学研究资料/University of Warwick) (二)关于有效教师的文献调查Ø清晰的表达清晰的表达((10))Ø灵活的方法灵活的方法((8))Ø教学有热情教学有热情((6))Ø强调目标与任务定向强调目标与任务定向((6))Ø能够引起学生学习兴趣能够引起学生学习兴趣((5))Ø善于创造良好的课堂气氛善于创造良好的课堂气氛((4))(我们的研究:课题、著作、教材、论文、报告)Ø积极利用评价促进学习积极利用评价促进学习((4))Ø对学生有高的期望对学生有高的期望((4))Ø课堂管理有效课堂管理有效((4))Ø强调解决问题强调解决问题((4))Ø善于提问善于提问((4))Ø具有良好的个人品质具有良好的个人品质((4)) 六、教师专业发展的阶段六、教师专业发展的阶段(一)教师专业发展的四个基本阶段(一)教师专业发展的四个基本阶段ØPre-training(学习教师教育课程前的影响)ØLearning from your teachers in schools ØFormal preparation(进入教师教育课程学习)ØLearning from your teachers in the classroom ØLearning to teach through micro-teachingØLearning to teach by student teachingØLearning to teach in PDSØInduction years(作为新教师的教学实习)ØLearning from your mentors in schoolsØLearning from others teachers in schools ØContinuing growth(教学专业的继续发展) (二)教师专业发展的五阶段论(二)教师专业发展的五阶段论u国内研究者卢真金的观点:国内研究者卢真金的观点:以刚入职的新教师为起点,成为适应型教师为第一阶段;由适应型教师发展成为知识型、经验型和混合型教师为第二阶段;由知识型、经验型和混合型教师发展为准学者型教师为第三阶段;准学者型教师发展成为学者型教师为第四阶段;学者型教师发展为智慧型教师为第五阶段。

      “在继续专业社会化阶段,教师专业发展经历适应与过渡、分化与定型、突破与退守、成熟与维持、创造与智慧五个时期,其对应的结果是教师分别成为适应型、经验型、知识型、混合型、准学者型、学者型和智慧型七类教师 ——卢真金,2007 伯林纳(D. C. Berliner,1988)认为教育专长的发展过程包括5个阶段:新手 Novice进步的新手 Advanced beginner胜任型 Competent能手 Proficient专家 Expert 小小 结结Ø教师的多种角色隐喻为我们理解教师工作的复杂性和教学活动的复杂性提供了重要的基础Ø教学是教师的专业,教师专业化发展已经成为共识和趋势Ø只有具备专业素质,符合专业标准的教师,才能成为真正的学校教师Ø教师的专业发展需要经历不同的阶段,从新手教师到智慧型教师的发展,离不开教学实践经验的不断积累Ø实践性知识是教师专业发展的知识基础Ø成为有效教师是教师专业发展的基本目标 预习提示:第预习提示:第6章章 教学与教学过程教学与教学过程问题聚焦:问题聚焦:Ø什么是教学?Ø教学的本质是什么?Ø学校教学有什么特点?Ø如何理解教学范式的转换?Ø教学工作的基本程序有哪些?Ø教学过程由哪些基本阶段组成?Ø为什么要关注有效教学研究?Ø有效教学有什么特征? 推荐阅读:推荐阅读:ü裴蒂娜 主编:《教学论》,第五章 教学过程,教育科学出版社,2007年版。

      ü陈晓端著:《当代教学理论与实践问题研究》,第1章 当代教学及其范式,中国社会科学出版社,2007年版ü李定仁 徐继存主编:《教学论研究二十年》,第3章 教学本质,人民教育出版社,1999年版 ü南纪稳:对教学本质研究的理性反思, 上海教育科研,2007第2期 ü何善亮:教学的本质:基于有效教学的分析,教育理论与实践,2008年第1期 以下为本章拓展阅读PPT(英文),请同学们在时间和精力允许的情况下进行选择性阅读拓展阅读:拓展阅读: 1. Desire to work with children and young peopleThe desire to work with young people is the most frequently cited reason teachers give for choosing their profession.The day-to-day interaction between teachers and students builds strong bonds, which enables teachers to become familiar with the personal as well as the academic needs of their students, and this concern for students’ welfare and growth outweighs the difficulties and frustrations of teaching.Why do you want to teach? uA passion for the subjectuA passion for the teaching life uA passion for the teaching –learning process2. A passion for teaching 3. Influences of TeachersSince some of the adults who have greatest influence on children ----are their teachers, a teacher’s influence during the formative years is often the catalyst (催化剂)for deciding to become a teacher.Evidence also suggests that those who become teachers were more influenced by their teachers as people than as subject-matter experts. 4. Desire to serveMany choose to teach because they want to serve others ; they want the results of their labor to extend beyond themselves and their family.For many teachers , the decision to serve through teaching was influenced by their experiences as volunteers. As one New York teacher says , “I always wanted to be a teacher , and all of my volunteer experiences contributed to this career choice.” 5. Practical benefits of teaching Salaries and benefits receive fringe benefits such as medical insurance and retirement Job security and status u How do you think about these? What are the challenges of teaching?uHow about these in China?1.Class management and school violence2.Social problems that impact students 3. Need for family and community support4. Long working hours and job stress5.Gaining professional empowerment Although some teachers may experience frustration in their efforts to gain professional empowerment, efforts to empower teachers and to professionalize teaching are leading to unprecedented opportunities for today’s teachers to extend their leadership roles beyond the classroom. What is teaching really like? Reality 1: The unpredictability of outcomes.Teachers, unlike other professionals, cannot control all the results of their effortsReality 2: the difficulty of assessing students’ learningReality 3: the need for teacher-student partnership Reality 4: The impact of teachers’ attitudesAs teachers, we teach not only by what we say but also by what we do. (学高为师,身正为范)It is critical that we model appropriate behaviors and not model inappropriate ones. Also we model attitudes toward the subjects we teach and show students through their example that learning is an ongoing, life-enriching process that does not end with diplomas and graduations. (长效性) What does society expect of teachersThe public trustTeacher competency and effectivenessTeacher accountability How do good teachers view their work?A way of being ? ( (生存之道生存之道) )A creative endeavor ? ( (创造性劳动创造性劳动) )A live performance ? ( (表演活动表演活动) ) A form of empowerment ?(行使权利/权力的方式)An opportunity to serve ?As keepers of the dream ?Reflecting on dedicated teachers and their contributions to our lives, we are guided to teaching for the benefit it brings to others, which let us be the keepers of a part of the dream——the belief that education can improve the quality of life. Questions for discussionDo you like to teach? Why?Where will you want to go for teaching?How do you think about teaching profession?How do you think about a good teacher?How can you become a good teacher? 。

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