本文選題：青年教師 + 教學失范��； 參考：《渤海大學》2015年碩士論文

【摘要】：教師教學失范行為是與教師教學規(guī)范行為相違背的行為狀態(tài),這種行為狀態(tài)對學生與教師本人的發(fā)展是不利的。教師教學失范行為是教師在學校中的脫序教學行為(教學行為包括課堂教學行為和其他教學活動中的教學行為)。教師的教學失范行為違背了教師職業(yè)道德規(guī)范,違反了學校的制度原則,影響學生的可持續(xù)發(fā)展,從而對學校、社會產生消極的不良影響。本文通過文獻綜述法綜合整理了教師教學失范行為的類型以及原因,并針對筆者所在地區(qū)的中小學青年教師進行問卷調查與訪談。通過調查發(fā)現(xiàn),中小學青年教師的學歷高低與產生失范行為的頻率是成反比的,學歷越高產生失范行為的概率越低。目前,中小學青年教師的學歷七成以上是本科學歷,本文根據(jù)事物的普遍性原則,以中小學青年教師本科學歷為基準,分析了中小學青年教師失范行為產生的原因。經研究發(fā)現(xiàn),青年教師教學失范行為不僅受到青年教師自身因素的影響,外界的環(huán)境因素也是影響青年教師教學失范行為的主要原因。青年教師的自身因素包括教師的專業(yè)水平、教育教學的能力以及教師的情感因素等。青年教師是社會中的人,他的教學行為會受到社會中某些因素的影響;并且青年教師工作的環(huán)境局限于校園,學校中的規(guī)章制度對青年教師有無形的束縛。以上這些主觀與客觀因素,是青年教師產生教學失范行為的主要原因。針對青年教師教學過程中存在的教學失范行為,本文提出了優(yōu)化教學失范行為的策略:首先,增強青年教師的主觀意識,加強對青年教師的繼續(xù)教育,及時更新教學理念、教學方法以及教學管理能力,積極培養(yǎng)青年教師的職業(yè)動力與情感素養(yǎng);其次,社會以及學校要給予青年教師足夠的空間與時間,積極配合青年教師的理論學習,同時鼓勵與支持青年教師的實踐教學活動,為青年教師創(chuàng)設寬松與和諧的工作環(huán)境。
[Abstract]:Teachers' teaching misconduct is a behavior state that is contrary to teachers' standard teaching behavior, which is unfavorable to the development of students and teachers themselves. Teachers' teaching misconduct is a kind of out-of-order teaching behavior in schools (teaching behavior includes classroom teaching behavior and teaching behavior in other teaching activities). Teachers' misconduct in teaching violates teachers' professional ethics, violates the principles of school system, affects the sustainable development of students, and has a negative and negative impact on school and society. This paper summarizes the types and causes of teachers' misconduct in teaching by literature review, and makes a questionnaire survey and interviews with young teachers in primary and secondary schools in our area. Through the investigation, it is found that the educational level of young teachers in primary and secondary schools is inversely proportional to the frequency of abnormal behavior, and the higher the educational background is, the lower the probability of abnormal behavior is. At present, more than 70% of the young teachers' qualifications in primary and secondary schools are undergraduate degrees. According to the principle of universality of things, this paper analyzes the causes of the abnormal behavior of young teachers in primary and secondary schools based on the undergraduate education of young teachers in primary and secondary schools. It is found that young teachers' teaching misconduct is not only influenced by young teachers' own factors, but also by external environmental factors. Young teachers' own factors include teachers' professional level, teaching ability and teachers' emotional factors. The young teacher is a person in the society, his teaching behavior will be influenced by some factors in the society, and the working environment of the young teacher is limited to the campus, the rules and regulations in the school have the invisible restraint to the young teacher. These subjective and objective factors are the main reasons for young teachers' teaching misconduct. In view of the teaching misconduct existing in the teaching process of young teachers, this paper puts forward some strategies to optimize the behavior: first, to strengthen the subjective consciousness of young teachers, to strengthen the continuing education of young teachers, and to update the teaching concept in time. Teaching methods and teaching management ability, actively cultivate young teachers' professional motivation and emotional literacy; secondly, society and schools should give young teachers enough space and time to actively cooperate with young teachers' theoretical learning. At the same time, it encourages and supports young teachers' practical teaching activities, and creates a relaxed and harmonious working environment for young teachers.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G632.4

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本文編號：1792195