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薄弱中学课堂改革的机制
中文摘要

随着基础教育课程改革的深化,传统课堂存在的问题日渐显露,体现新课程理念的新课堂的理想样态也逐渐清晰。中学教育实践与研究的重点,从课程改革走向课堂改革已成必然的趋势,课堂改革的一些现实问题被聚焦和凸显。落实新课程的丰富内涵实现应然课堂向实然课堂的转化,需要突破传统课堂向新课堂转化的困境。寻找薄弱中学课堂改革的内在机制,为课改实践提供路径选择,寻找薄弱中学优质化发展的杠杆解,正是本研究要探讨的问题。 案例研究具有整体性、综合性和研究内容的深入性三个特征。薄弱中学课堂改革的机制作用于课堂,是涉及整个学校的全局性、整体性的问题,课堂改革的结构性强,层次复杂,各要素相互作用,这正是本研究采用案例研究的原因。本研究选取两所薄弱中学进行了深入的考察和访谈,在现代教学理论的观照下,按照课堂改革内外部结构、课堂改革的过程和促进课改的各个要素的逻辑进行整体思考,系统分析,得出如下研究结论: 根据领导变革理论,把薄弱中学课堂改革的机制分为外部支撑机制、内部协同机制和过程转化机制。 课堂改革的成功和螺旋推进需要建立基于学习共同体理论的外部支撑机制。营造课堂改革文化氛围,建立着力于课堂改革的协作团队,构建基于学习共同体的课堂改革会话机制,为课堂改革提供舆论支持、组织保障和信息交流渠道,为课堂改革的顺利进行创造良好的外部环境。 课堂改革深刻地发生在课堂内部,课改校“班级部委制”的构建形成了基于自组织理论的班级内部协同机制。通过班级组织形态的改革创造有意义的差距,通过有效的互动沟通形成自动自发的学习行为。这种自组织形式具有管理形式的开放性、管理内容的自主性、系统运转的全面适应性和个人发展的非线性。内在的运动方式与新课程理念的课堂新样态的追求方向一致,对于课堂改革发挥了天然的协同作用。 课堂改革的外部支撑机制和内部协同机制是空间维度,课堂改革的过程转化机制是时间维度。基于知识管理理论的过程转化机制,包括四个阶段:体验共感、培训研讨、建章立制和超越创新。对应着整个的知识管理理论的四个知识转化过程:从暗默知识到暗默知识的共同化阶段、从暗默知识到形式知识的表出化阶段、从形式知识到形式知识的联结化阶段和从形式知识到暗默知识的内在化阶段。改革的过程,也是知识创造的过程,是学校课改文化的重构过程,经历知识创造的共同化、联结化、表出化和内在化,随着改革的不断深化,课改知识的层次呈现螺旋式上升。 在整个过程中,在每一个层次和每一个阶段,都需要有改革的决策要素、传导要素、执行要素和干预要素的参与。外部支撑机制和内部协同机制,从不同的时空方位对课堂改革的过程转化机制,完成了支撑和协同,而这种支撑和协同正是通过决策、传导、执行和干预来完成的。 这是一个框定在薄弱中学内部、以物理形态的课堂为着眼点建立的机制理论的模型,各种机制和机制要素,形成统筹兼顾的运动整体,实现课堂改革的效果最大化。现实中这种理想的状态是很难出现的,课堂改革的现场不同程度的存在机制不健全和要素缺乏的问题,但是对于改革者而言,当课堂教学改革启动的时候,一定要对这种内在机制和机制之间的要素关系保持高度的关注。 本研究把机制作为研究的切入点,从机制的视域进行系统思考,为基础教育薄弱中学课堂改革的研究引入了一个新的研究视角,建立了薄弱中学课堂改革的机制理论框架,丰富和发展了学校的变革理论。研究中立足薄弱中学课堂改革的现场,从课堂改革的外部支撑机制、课堂改革的内部协同机制、课堂改革的过程转化机制和课堂改革机制的要素构成等对当前我国中学课堂的改革提供了路径参考,这是本研究的实践意义。 关键词:薄弱中学课堂改革 机制 外部支撑机制 内部协同机制 过程转化机制 机制要素

英文摘要

With the deepening of the basic education curriculum reform, the problems existing in the traditional classroom are gradually revealed, and the ideal style of the new classroom reflecting the new curriculum concept is becoming more and more clear. It is an inevitable trend that the focus of educational practice and research in middle schools has shifted from curriculum reform to classroom reform. Some practical problems in classroom reform have been illuminated and highlighted. To implement the rich contents of the new curriculum and achieve the transition from the ideal classroom to the real classroom, entailsbreaking through the dilemma of the transition from traditional classroom to new classroom. How to find the inner mechanism of weak middle school classroom reform, so as to provide options for the curriculum reform, as well as how to find a leverage solution for improving quality of weak middle schools, are exactly what this study will explore. The case study has three characteristics: integrity, comprehensiveness, and depth of research content. The mechanism of weak middle school classroom reform, which has effect on the classroom itself, is a holistic problem involving the whole school. The high structuredness of classroom reform, with its complex levels and interactive factors, are the reasons for this case study. In this study two weak middle schools were selected to conduct in-depth investigations and interviews. From the perspective of modern teaching theories, the internal and external structure, the process and the logic of various elements of classroom reform are all taken into consideration and analyzed systematically, resulting in the following conclusions: In accordance with the theory of transformational leadership, the mechanisms of classroom reform in weak middle schools are divided into external support mechanism, internal coordination mechanism, and process transformation mechanism. The success and spiraling progress of classroom reform require the establishment of an external support mechanism based on the learning community theory, the creation of a cultural atmosphere for classroom reform, the formation of a collaborative team focusing on the reform, and the establishment of a conversation mechanism based on the learning community, which provides public opinion support, organizational guarantee and information exchange channels for classroom reform, so as to create a favorable external environment for the smooth implementation of classroom reform. Classroom reform takes place profoundly within the classroom. The establishment of a "class-ministerial system" in the school where the reform is carried out constitutes a class-level internal coordination mechanism, which is based on self-organization theory. A meaningful gap is generated through the reform of the organizational structure of the class, and spontaneous learning behaviors are formed through effective interactive communication. This self-organization has the openness of management forms, the autonomy of management content, the overall adaptability of system operation, and the nonlinearity of personal development. The intrinsic style of movement is consistent with the pursuit of the new paradigm of the new curriculum concept and has played a natural synergistic role in classroom reform. The external support and internal coordination mechanisms of classroom reform are spatial dimensions, while its process transformation mechanism is time dimension. The process transformation mechanism, which is based on knowledge management theory, consists of four stages: experience sympathy, training seminars, establishment of rules and regulations, and transcendences and innovations. These stages correspond to the four knowledge transformation processes of the entire knowledge management theory: socialization: from tacit knowledge to tacit knowledge; externalization: from tacit knowledge to explicit knowledge; combination: from explicit knowledge to explicit knowledge; and internalization: from explicit knowledge to tacit knowledge. The process of reform is also the process of knowledge creation and reconstruction of classroom reform culture, experiencing the socialization, externalization, combination and internalization of knowledge transformation. As the reform deepens, the level of classroom reform knowledge spirals. During the whole process, at each level and stage, the involvement of the following elements of reform is required: decision-making, transmission et, implementation and intervention . The external support and internal coordination mechanisms support and coordinate the process transformation mechanism of the classroom reform from different spatial scopes and different orientations, while this support and coordination is achieved through decision-making, transmission, implementation, and intervention. This is a model of mechanism theory framed within the weak middle school and based on the physical form of the classroom, where various mechanisms and mechanical elements move in a holistic manner and maximize the effectiveness of classroom reform. In reality this kind of ideal state is very difficult to find, because in classroom reforms, problems of mechanism defection and lack of elements may exist to varying degrees. However, once the classroom teaching reform is initiated, the reformers should pay great attention to these intrinsic mechanisms and the relationship of elements between such mechanisms. Taking the mechanism as the starting point of the research, this study makes systematic reflection from the perspective of the mechanism, introduces a new perspective for the research of weak school classroom reform, establishes the theoretical framework of the mechanism of such reform, and enriches and develops school transformation theory. Based on the weak middle school classroom reform on the ground, and in terms of the external support mechanism, the internal coordination mechanism and the process transformation mechanism of classroom reform, as well as the mechanism elements, it provides some references for the way forward of the current middle school classroom reform in China, which is exactly the practical significance of this study. KEYWORDS: The reform of the classroom in the weak middle schoo,Mechanism, External support mechanism Internal coordination mechanism, Process transformation mechanism, Mechanism elements

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