教师的课堂教学价值取向探究-课程与教学论专业论文.docxVIP

山东师范大学硕士学位论文Abstract 山东师范大学硕士学位论文 Abstract If carrying on the thorough ponders on the value question，the subject-object problem is inevitably involved to．The field of education theory has been arguing the subject-object problem regarding the classroom instruction activity,while pondering on value of classroom instruction is even harder to solve because of the complexity of its education function，the education o巧ect and SO Oil．This study avoided the subject-object problem in classroom instruction and mgarded the value·orientation question in classroom instruction from teachers。standpoint．Through analyzing the characteristics and deviations of the teachers’value orientation，this study made careful consideration on the value orientation according to the present era request and expected that teachers’classroom instruction behaviors change qualitatively which further promotes students’full development under the function of this value orientation．Therefore，this study launches from the following aspects： The first part is an introduction，introducing three questions：reasOns of selecting the topic；present r|esearch situation；mentality and methods of this study．The goal lies in showing the vital significance of this study,pointing out the current existing questions based on understanding and analyzing correlative materials and proposing my own studying mentality and countermeasure．The second part is an outline of value orientation in teachers’classroom instruction，briefing the connotation and significance of value orientation,the vital significance of value orientation for teachers’classroom instruction and the influence of teachers’classroom instruction value orientation on classroom instruction behaviors．The third part analyzed the deviations of teachers’value orientation．This study thought that teachers have deviations in understanding knowledge，mainly showed in$ome aspects such as views of knowledge and of teaching goals etc，and in teaching process，mainly showed in the fo