偏鄉(xiāng)教師教學(xué)改革生命歷程的敘事研究—臺(tái)灣王政忠老師“草根翻轉(zhuǎn)”的個(gè)案分析_2160.pdf

1、目錄摘要..........................................................................................................................IAbstract.....................................................................................

2、...............................III緒論.........................................................................................................................1（一）研究緣起.......................................................

3、........................................1（二）研究問(wèn)題...............................................................................................4（三）文獻(xiàn)綜述.....................................................................

4、..........................5（四）核心概念界定.....................................................................................24（五）研究目的和意義.................................................................................28（六）研

5、究思路和方法.................................................................................29（七）研究重難點(diǎn)和創(chuàng)新點(diǎn).........................................................................31一、背景介紹：偏鄉(xiāng)深處的爽文國(guó)中一、背景介紹：偏鄉(xiāng)深處的爽文國(guó)中............

6、.....................................................33（一）唯一不通省道的偏鄉(xiāng)：爽文國(guó)中的地理環(huán)境.................................33（二）可以稱為“動(dòng)物園”的學(xué)校：改革前爽文國(guó)中的教學(xué)面貌.........34（三）從偏鄉(xiāng)到偏鄉(xiāng)：堅(jiān)守爽文國(guó)中的王政忠老師.................................35（四）小結(jié)：“共同”的偏

7、鄉(xiāng)學(xué)校和“相似”的偏鄉(xiāng)教師.......................38二、草根翻轉(zhuǎn)：王政忠老師偏鄉(xiāng)教學(xué)改革的生命歷程二、草根翻轉(zhuǎn)：王政忠老師偏鄉(xiāng)教學(xué)改革的生命歷程.....................................39（一）爽文國(guó)中教學(xué)改革的起點(diǎn)：生活教育.............................................39（二）改革第一階段：以激勵(lì)為突破口強(qiáng)化基礎(chǔ)..........

8、...........................41（三）改革第二階段：以課堂教學(xué)為核心培養(yǎng)能力.................................47（四）改革第三階段：翻轉(zhuǎn)偏鄉(xiāng)教育的筑夢(mèng)計(jì)劃.....................................52（五）王政忠老師偏鄉(xiāng)教學(xué)改革的轉(zhuǎn)折點(diǎn)及關(guān)鍵事件.............................59（六）小結(jié)：“草根翻轉(zhuǎn)”的內(nèi)涵與外延..

9、.................................................61三、天時(shí)地利人和：王政忠老師偏鄉(xiāng)教學(xué)改革生命歷程的三、天時(shí)地利人和：王政忠老師偏鄉(xiāng)教學(xué)改革生命歷程的多維透視多維透視.............63（一）歷史中的時(shí)間與空間：改革的轉(zhuǎn)折點(diǎn).............................................64（二）時(shí)機(jī)：改革的偶然性與必然性..............

10、...........................................65（三）相互關(guān)聯(lián)的生活：改革的外力.........................................................66（四）個(gè)體能動(dòng)性：改革的起點(diǎn)和基點(diǎn).....................................................68（五）小結(jié)：偏鄉(xiāng)教育應(yīng)該從偏鄉(xiāng)教師改變自己開始.....

11、........................69四、他山之石：王政忠老師偏鄉(xiāng)教學(xué)改革背后的思考四、他山之石：王政忠老師偏鄉(xiāng)教學(xué)改革背后的思考.....................................71（一）因地制宜才會(huì)百舉百全：自下而上改革的適切性.........................71（二）有愿就有力：自下而上改革的起點(diǎn)........................................