行为导向法在高师生物教师培训中的实践研究

广西师范大学硕士学位论文行为导向法在高师生物教师培训中的实践研究姓名：高翠申请学位级别：硕士专业：课程与教学论·生物指导教师：肖帮裕20090401I:2006::20052-3II20052005IIIAStudyonthePracticeofBehavior−orientedMethodinBiologyTeacher′sTraininginNormalUniversityNameGaoCuiGrade2006Superviser:Prof.XiaoBangYuMajor:ThoeryofCurriculumDevelopment&instructionSpecialtyTheoryofBiologyInstructionAbstractThecallingoftheneweraofchallengesandanewroundofcurriculumreformhaveaskedahigherdemandofhigheducation,whichrequireurgentlytocarryoutthereformofteachingmethodswhilehavingareformintheCurriculuminNormalUniversities.Howtodevelopteachingskillsofteachertrainingstudents?Whichwayisuseful?Theseareproblemtobesolvedforthehighteachereducation.Asamodernteachingmethods,behavior-orientedapproachthatconsidertheaction-orientedandfosteringkeycompetenciesasthecore,andthinkstudentsasthecenter,stressthattheoperationstudy,highlightingthedominantpositionofthestudents.Thiswayhasbeenusedandpromotedinvocationaleducation,basiceducationandotherareasofteachingpracticeathomeandabroad,whichhasshowngoodeffect.Tomeettheknowledge-basedeconomyandtoimprovethequalityofteachertrainingstudents,ithasanimportantpracticalvaluetotraintheteachertrainingstudentsaboutteachersofvocationaltraining.Inthispaper,wemainlystudyaboutthestudentsmajorinBiologyin2005inGuangxiNormalUniversity.Basedonthecharacteristicsofbiology,aswellasthecharacteristicsofthefutureofteachertrainingstudents,usingbehavior-orientedmethodtotrainthemAutonomy,cooperationandactiontoexplorethecapacityofinnovationandpracticalabilityofthinkingandlanguageskills,teachingability,evaluationcapacity,organizationalcapacity,aswellasclassroomteachingandsoon.IVThetrainingwascarriedoutasateam,trainingissuesintheformofthetopic,teachingintheformofprofessionalactivities,and2-3timesforeachtopic.Inthetraining,studentsundertakeactivities,andisthesubjectoflearningactivities;whiletheteachersisatellerofthetask,andtheorganizers,collaboratorsofthelearningactivities.Intheteachingprofession-orientedtrainingactivities,trytoletallparticipateanddobehimself/herselftolearnexperience.Inthispaper,thetrainingismainlyshownintheformofacase.Inthemorethantwomonths’oftrainingactivities,Ionlyselectedthemostrepresentativecases,whichshowthecontents,thetrainingprocessandreflectionoftrainingteacherscarefully.Thisarticlefallsintofourmajorparts:Thefirstpartistheintroduction:theelaborationonthisarticle’sresearchbackground,theresearchmentalityandtheresearchsignificance.Elaboratetheurgencyofhigheducationreformfromtheresearchbackgroundsuchastheknowledgeeconomy,theteacherspecialization,newcurriculumandsoon.ThepapercanprovideNormalmethodsofreformteachingmethodologyguidance;providemethodologyforteachertraining,continuingeducation;providereferenceforSelf-developmentforteachers,improvingteacher.Thepapermainlyexplaintheseaspects.Thesecondpartistherelatedconceptlimitsandtheliteraturesummarizes,thispartismaintoelaboratetherelatedconceptthelimitsandrelatedresearchpresentsituationandthetheorysupportofthisarticlestudy.Ontheconceptlimitsaspect,thisarticledistinguishedright“thebehaviorguidanceteachingmethod”and“theteacherbehavior”.Theresearchpresentsituationisdividedthehomerelatedandtheoverseastwodimensionstodistinguish“thebehaviorguidancelaw”rightlyresearchpresentsituationand”“teacherclassroombehavior”theresearchpresentsituationcarriesonthesummary.Aboutthetheorysupportaspectwhichstudiesinthisarticle,mainlyfromconstructionprincipletheory,AustriaSuBell'ssignificancestudy,humanismtheory,multi-dimensionalintelligenttheorytoelaboratethisarticletheorybasis.Thethirdpartistheempiricalstudy.Whichismainbodyofthisarticle.Thispartfallsintothreeparts:thefirstpartelaboratetheteachertrainingcase;ThesecondVpartisthestudentfeedbacktothetraining;Thethirdpartanalysisthetrainingeffect.Intheteachertraining,thispaperhasselectedtherepresentativetrainingcasetocarryontheoutlinetogeneralizeeachtraining,fromthetraininggoal,thetrainingactiveprocedure,trainedteachers’reconsiderations,student'sfeedbacktheseaspects.Intheanalysisoftrainingeffect,thisarticleisbasedontheclassroom,throughanalysisingclassroombehavioroftwoteachers:oneisastudentof2005levelofpedagogicalfresh,andanotherteacherwhoparticipatesinatrainingandhavelessthanayear’steachingexperience.Whencollectsthedata,usedtheclassroomrecordanalysis,questionnairesurvey,interviewandsoontocarryontheanalysistoteacher'sbehavior.Thefourthpartisconclusion.Itelaborateresearch'sconclusionandtheenlightenmentwhichobtainsfromthis.Andthenanalysistheinsufficiencywhichexistsintheresearch,tobeconsummatedinthefollowingresearch.Keywords:BehaviororientedMethod;Biology;Teachingbehavior;Teacher′straining12151,2,,,,,,3208019964199411199545622006720053()4,208080HanLungsorientierung89,,10,,,,,11,,,,,12,,,,5,,,,,,,1314.D,:,15,16617,.,7()1.1T.(Tramm):,,H.Gudjons(1994):,,(Laur-Ernst),(HandelnalsLern-prinzip)182197716:,,191999:199019992.103311Handlungsorientierung20031---2003120033282007182006202002112007232007220071420076420072120075)2002(2003)10:(l)(:)(:-)(2)(3)20(6)20041120064()91.1)2021(1960)(Ryans)(Gage19631978)(1982)(Goble&Por