从规约到自主教师教学行为转变研究(博士)(论文220000字)
中文摘要
在课堂教学改革不断深化的过程中，课堂教学的变革内容从宏观的理论建构走向微观的实践探索，课堂教学中教师的教学和学生的学习成为教学研究的关注焦点。教师是课堂教学变革的实施者和推动者，教师以一定的教学行为参与教学，实现对课堂教学的变革作用。教学行为是教师表达教学理解、引导学生学习、促进学生发展的手段和途径，教师的教学行为直接影响到课堂教学的效果和质量。我们期待课堂教学发生变革，首先需要教师的教学行为发生变化，只有教师用已经更新的的教学行为进行教学，才能有力地推动课堂教学变革的进展。教师教学行为的转变关系到课堂教学的变革成效，那么，变革的课堂需要教师表现出怎样的教学行为？教师是否跟随课堂教学的变革需求转变了教学行为？教学行为转变是一个怎样的行为变化过程？教师如何能够自觉主动地转变教学行为？这些问题纠结在教师的教学实践中，困扰着教师的教学，对这些问题的认识模糊使教师在教学行为时缺乏自觉的行为意向，不能自主地把握自己的教学行为，反而使教学行为受制于规约的束缚。受制于规约的行为现实与对自主教学行为的期待是教师转变教学行为时要解决的矛盾，基于对这一问题的思考，本文沿着教师教学行为从规约到自主的转变逻辑探寻教师教学行为转变中的问题。文章的基本思路如下：
第一部分（即第一章），对教师教学行为转变进行理论阐释。不同的学科从不同的关注视角认识行为，教学视野中的行为研究注重从教学意义的层面探寻教师和学生在课堂教学中的行为表现。本文将教学行为的主体限定为教师，将教师的教学行为界定为由外部活动表现和对活动表现进行反省性思考的内部心理反应构成的整体行为。教师的教学行为在教学情境中不断变化，具有向更好的行为水平转变的内在趋势，因而，教师教学行为转变是一个积极正向的行为变化过程，教学规范的引导、教师教学意识的调控和教师的能动行为是教学行为转变的本质内涵和基本要求，教师教学行为转变不仅推动着教师教学行为素养的提升，而且对教学变革和学生发展也具有重要价值。
第二部分（即第二章），分析教师教学行为的规约现实。规约具有适用限度，教学中的规约在合适的限度内对教师教学行为产生积极规范作用，而当前教学中脱离合理限度的规约对教师教学行为产生了消极制约作用。教学中的消极规约包括失常的教学规约和失范的教师自我规约，这两类规约从内外双重角度牵制教师的教学行为，阻碍着教师教师行为的更新转变，使教师在教学中表现出被动受制的教学行为。教师教学行为受制于规约的现实一方面反应出教学规约的不合理，另一方面反应了教师作为行为主体的自身问题，其中，失常的教学规约是教师教学行为受制于规约的外部条件，而教师作为行为主体的自我缺失和教学价值观偏差则是教学行为受制于规约的内在根源。
第三部分（即第三章）从理论层面探寻自主教学行为的意义、表现和实现基础。教师教学行为转变的目标是形成自主的教学行为，自主教学行为是在自由开放的教学实践中，教师以行为主体身份主动参与教学表现出的行为。教师的自主教学行为展现在不同的教学阶段中，表现为独特的教学理解、主动的教学选择、果断的教学决策和个性的教学创造。将自主教学行为作为教师教学行为转变的目标是基于教学的现实可能提出的，教学中规约与自主的张力作用、行动与反思的相互促进是教师自主教学行为的实现基础。
第四部分（即第四、五、六章）探寻教师教学行为从规约向自主转变的实现过程。规约与自主在教学行为中存在协调一致、互异疏离和对立冲突三种关系状态，教师教学行为从规约到自主的转变需要化解规约与自主的矛盾，使教师从消极规约中解放出来，获得自主的行为力量。这部分内容从转变条件、关键阶段、过程状态几个方面分析教师教学行为从规约到自主的转变过程，在这个过程中，教师要合理地认识规约的限度和自主的尺度，把握规约与自主的平衡点，并且主动地参与教学，持续地更新理念才能超越规约的消极限制和对规约的依赖。实现教师教学行为从规约到自主的转变既要通过教学关系和制度文化的重建创设适宜的外部规约，更为重要的是激发教师的内在自觉，推进教师对行为的自我觉知，促使教师自觉主动地追寻自主的教学行为。教学行为转变是教师的教学行为持续不断地更新的过程，从规约到自主是教学行为转变的当前目标，但是从教师个体生命意义的视角来说，教学自由是教师教学的理想境界，达到教学自由高度的教学行为是教师追求的理想目标。
关键词：教学行为；行为转变；规约；自主；教学自由
Abstract
In the process of deepening reform of classroom teaching, the content of classroom teaching changes from macroscopic theory construction to microcosmic practice exploration. the teachers' teaching and students' learning in classroom have become the focus of teaching research. Teachers are the implementers and promoters of classroom teaching reform. Teachers relate to teaching and students through their own teaching behaviors to realize the transformation of classroom teaching. Teaching behavior is the means and the way by which teachers express teaching understanding, guide students to learn and promote the development of students. The teacher's teaching behavior has a direct impact on the effectiveness and quality of classroom teaching. We expect changes in classroom teaching. First of all, the teaching behavior of teachers need to change, and only teachers teaching with the updated teaching behavior, can effectively promote the progress of classroom teaching reform. The change of teacher's teaching behavior is maintained to the change effect of classroom teaching. Then, what kind of teaching behavior should teachers show in the changing classroom? Did the teacher change the teaching behavior following the changing needs of classroom teaching? What is the change process of teaching behavior? How teachers can consciously and initiatively change their teaching behavior? Teachers are entangled by these problems in teaching practice and it puzzles the teaching of teachers. The vague understanding of these problems made teachers lack a clear sense of behavior in their teaching activities and could not grasp their own teaching behaviors autonomously. Instead, the teaching behavior was restricted by the stipulation. The reality of the behavior restricted by the stipulation and the expectation of independent teaching behavior are the contradictions that teachers should solve when they change their teaching behavior. Based on the thinking of this question, this paper explores the problems in the transformation of teachers ' teaching behaviors along the logic of teachers' teaching behavior from the stipulation to the autonomy. The basic ideas of the article are as follows:
The first part (the first chapter) makes a theoretical explanation of the change of teacher's teaching behavior. Different disciplines recognize behavior from different perspectives of concern, and behavioral research in the field of teaching focuses on exploring the behavior of teachers and students in classroom teaching from the aspect of teaching significance. This article defines the subject of the teaching behavior as the teacher, defines the teacher's teaching behavior as the overall behavior constituted by the external activity performance and the internal psychological response which makes a reflective thinking on the activity performance. Teachers' teaching behavior is constantly changing in the teaching situation and has the inherent tendency of changing to a better behavior level. Therefore, the change of teachers' teaching behavior is a positive process of behavior change. The guidance of teaching norms, the regulation of teachers' teaching consciousness and the teachers' active behavior are the essential connotation and basic requirement of the change of teaching behavior. The change of teacher's teaching behavior not only promotes the improvement of teacher's teaching behavior, but also plays an important role in teaching reform and students' development.
The second part (the second chapter) analyzes the stipulation reality of teacher's teaching behavior. The stipulation has the applicable limits. The stipulation in teaching has a positive normative effect on the teaching behavior of teachers within the appropriate limits. However, the current stipulation in teaching that is out of the reasonable limits has a negative effect on the teaching of teachers. The negative stipulations in teaching include the abnormal teaching stipulations and the anomie of teachers' self-stipulations, which contain the teachers' teaching behavior from both inside and outside, hinder the renewal of teachers' behavior, and make teachers show passive and restrained teaching behavior in teaching. The reality of teacher's teaching behavior is subject to the stipulation, on the one hand, reflects the unreasonableness of the teaching stipulation, and on the other hand, reflects the teacher's own problems as the subject of behavior. Among them, the abnormal teaching stipulations are the external conditions of the teaching behavior subject to the stipulation, and the teacher's lack of self as the subject of behavior and the deviation of the teaching values are the inherent causes of the teaching behavior subject to the stipulation.
The third part (the third chapter) explores the meaning, performance and realization foundation of autonomous teaching behavior from the theoretical level. The goal of the change of teacher's teaching behavior is to form independent teaching behavior, which is the behavior that teachers take active part in teaching in the free and open teaching practice. Teachers' autonomous teaching behaviors show in different teaching stages, which are characterized by unique teaching comprehension, active teaching choice, decisive teaching decision and individual teaching creation.
The goal of autonomous teaching behavior as the transformation of teachers' teaching behavior is based on the reality of teaching. The tension between stipulation and autonomous and the mutual promotion of action and reflection in teaching are the basis for the realization of teachers' autonomous teaching.
The fourth part (that is, the fourth, fifth and sixth chapter) explores the realization process of teacher's teaching behavior from stipulation to autonomy. There are three kinds of relationship which are co-ordination, mutual alienation and opposition conflict between stipulation and autonomy in teaching behavior, and the change of teacher's teaching behavior from stipulation to autonomy needs to dissolve the contradiction between stipulation and autonomy, so as to liberate teachers from the negative stipulations and gain independent behavior power. This part analyzes the process of teachers' teaching behavior from stipulation to autonomy in terms of transition conditions, key stages and process states. In this process, teachers should rationally understand the limits of stipulations and the scale of autonomy, grasp the balance point between stipulation and autonomy, take active participate in teaching, and constantly update the concept, only do these can go beyond the negative limits of the stipulation and the dependence on the stipulation. Realizing the transformation of teachers' teaching behavior from stipulation to autonomy not only needs to create suitable external stipulations through the reconstruction of teaching relationship and institutional culture, but more importantly, needs to stimulate teachers' intrinsic conscientiousness, to promote teachers' self-awareness of behavior, and to encourage teachers to pursue autonomous teaching behaviors consciously and actively. The transformation of teaching behavior is the process of continuously renewing of teacher's teaching behavior, and from the stipulation to autonomy is its' current goal , but from the perspective of the teacher's individual life meaning,the teaching freedom is the ideal state of teacher's teaching and the teaching behavior achieved the high degree of teaching freedom is the ideal goal pursued by teachers.
Keywords: teaching behavior; behavioral change; stipulation; autonomy; teaching freedom
目 录
中文摘要 I
ABSTRACT III
目 录 1
引言 1
一、问题提出 1
（一）教师教学行为“被规约”与求自主的真实冲突 1
（二）课堂教学变革对教师教学行为转变的实践要求 2
（三）教师专业发展对教师教学行为转变的现实需求 3
（四）教学生活对教学自由的内在诉求 4
二、文献综述 5
（一）关于教学行为的研究 5
（二）关于教学自主的研究 19
（三）现存问题及可拓展的研究空间 21
三、研究目的与研究意义 23
（一）研究目的 23
（二）研究意义 24
四、研究思路和研究方法 26
（一）研究思路 26
（二）研究方法 26
第一章 教师教学行为转变的理论阐释 30
一、教师教学行为的概念界定 30
（一）行为是什么 30
（二）行为与行动的关系 32
（三）教师教学行为的含义和特点 34
二、教师教学行为转变的内涵 37
（一）教学行为转变是受教学意识调控的主动的行为改变 37
（二）教学行为转变是受规范引导的积极正向的行为变化 39
（三）教学行为转变是教师对教学情境的能动行为 40
（四）教学行为转变是教师行为素养的提升外化过程 41
三、教师教学行为转变的价值 42
（一）对教学变革的价值 43
（二）对学生发展的价值 44
（三）对教师发展的价值 45
四、教师教学行为转变的逻辑 46
（一）实践逻辑对行为的作用 46
（二）从观念到行为的教学行为转变逻辑 49
（三）从规约到自主的教学行为转变逻辑 50
第二章 教师教学行为的规约现实 53
一、规约对教师教学行为的作用 53
（一）规约是保障教师教学行为的必要前提 53
（二）规约对教师教学行为具有适用限度 56
二、教学中存在的消极规约 59
（一）失范的教学规约 59
（二）失常的教师自我规约 72
三、教师教学行为受制于规约的表现 77
（一）“不敢做”的犹豫的教学行为 77
（二）“不去做”的放弃的教学行为 78
（三）“想当然地做”的失当的教学行为 80
四、教师教学行为遭遇规约困境的问题根源 82
（一）教师行为主体的自我缺失 83
（二）教师教学价值观的偏差 86
（三）教学行为转变的集体无意识 88
（四）教学行为外在控制力量的强势 90
第三章 教师教学行为的自主寻求 91
一、教师自主教学行为的教学意义 91
（一）教师是一个自主的行为主体 91
（二）教学是一种自由开放的实践活动 93
（三）教师参与教学是主动的行为介入 95
二、教师自主教学行为的教学表现 97
（一）独特的教学理解 97
（二）主动的教学选择 100
（三）果断的教学决策 102
（四）个性的教学创造 105
三、教师自主教学行为的实现基础 109
（一）规约与自主的张力作用 109
（二）行动与反思的相互促进 111
第四章 教师教学行为从规约到自主的转变过程 114
一、规约与自主在教学行为中的三种关系 114
（一）规约与自主彼此协调一致 114
（二）规约与自主彼此互异疏离 116
（三）规约与自主彼此对立冲突 117
二、教师教学行为从规约向自主转变的条件 119
（一）教学规约：教学行为的形塑之力 119
（二）教师主体：教学行为的发生之本 124
三、教师教学行为从规约向自主转变的关键阶段 130
（一）合理认识规约的限度 130
（二）正确把握自主的尺度 132
（三）主动地介入教学实践 134
（四）持续地更新教学观念 136
四、教师教学行为从规约向自主转变的过程状态 138
（一）脱离规约的失范教学行为 138
（二）受制于规约的被动教学行为 140
（三）遵循规约的规范教学行为 141
（四）超越规约的自主教学行为 143
第五章 教师教学行为从规约到自主的转变策略 146
一、重构教学关系，营造融合的行为转变氛围 146
（一）交往对话的师生关系 146
（二）教研互助的学习共同体 148
二、重建教学制度文化，构筑积极的行为转变空间 151
（一）民主协商的教学管理制度 151
（二）有节有度的教学过程规范 153
（三）精神引领的教学文化 156
三、推进教师自我觉知，经验自主的行为转变过程 158
（一）我想怎样教学：以教学信念支持教学行为的意向 159
（二）我能怎样教学：在自我认同中确证教学行为的可能 162
（三）我怎样教学：经教师学习获得教学行为的实现 165
第六章 教学自由：教师教学行为转变的理想之境 170
一、达到教学自由的教学行为特征 170
（一）教学行为判断的直觉性 171
（二）教学行为决策的智慧性 172
（三）教学行为方式的生活化 173
（四）教学行为结果的创造性 174
二、达到教学自由的教学行为表现 175
（一）合规律性与合目的性统一的教学行为存在 176
（二）直觉与理性相融的教学行为应对 178
（三）技术与艺术交织的教学行为展现 181
（四）共性与个性兼容的教学行为创造 183
结 语 186
参考文献 189 |
