本文選題：中學(xué)生物教師 + 教師專業(yè)標(biāo)準(zhǔn)�。� 參考：《曲阜師范大學(xué)》2015年碩士論文

【摘要】：我國于2012年頒布實(shí)施了《中學(xué)教師專業(yè)標(biāo)準(zhǔn)(試行)》,這是我國推進(jìn)教師專業(yè)發(fā)展的重要里程碑。21世紀(jì)是生命科學(xué)的世紀(jì),中學(xué)生物教師不但要培養(yǎng)全體學(xué)生的生命科學(xué)素養(yǎng),更重要的是要培養(yǎng)未來的生命科學(xué)領(lǐng)域的創(chuàng)新性人才,這對中學(xué)生物教師素養(yǎng)提出了更高要求。本文在分析了相關(guān)理論的基礎(chǔ)上,從中學(xué)生物教學(xué)實(shí)際出發(fā),對當(dāng)前山東省曲阜市范圍內(nèi)中學(xué)生物教師專業(yè)發(fā)展水平進(jìn)行了調(diào)查分析,并提出了相關(guān)優(yōu)化建議。旨在為以后教育行政機(jī)構(gòu)和學(xué)校管理者構(gòu)建科學(xué)系統(tǒng)的教師專業(yè)發(fā)展體系,科學(xué)的開展職后教師教育工作提供依據(jù),幫助中學(xué)生物教師不斷分析自己的長處和不足,對自身情況進(jìn)行逐項(xiàng)評價(jià)和反思,實(shí)現(xiàn)中學(xué)生物教師全面發(fā)展。本研究利用了文獻(xiàn)法、調(diào)查法、統(tǒng)計(jì)分析法和比較分析法等多種研究方法。論文主體共分為六部分:第一部分是導(dǎo)論。簡要闡述了本文的研究背景,國內(nèi)外的研究現(xiàn)狀和研究意義。第二部分是概述。對教師專業(yè)發(fā)展、生物教師專業(yè)發(fā)展水平的概念進(jìn)行了界定。然后對中學(xué)教師專業(yè)發(fā)展標(biāo)準(zhǔn),休伯曼教師生涯五階段理論,唐圣權(quán)五階段專業(yè)發(fā)展理論進(jìn)行了闡述。第三部分是研究的設(shè)計(jì)與實(shí)施。主要包括確定研究對象,選擇合適的研究方法,設(shè)計(jì)相應(yīng)的調(diào)查問卷和進(jìn)行實(shí)測,收集和分析相關(guān)的數(shù)據(jù)。第四部分是研究結(jié)果與分析。用自編的中學(xué)生物教師專業(yè)發(fā)展調(diào)查問卷,調(diào)查中學(xué)生物教師專業(yè)發(fā)展的現(xiàn)實(shí)狀況,使用SPSS17.0軟件進(jìn)行對數(shù)據(jù)進(jìn)行處理,通過對調(diào)查結(jié)果的分析得出下面的結(jié)論:曲阜中學(xué)生物教師專業(yè)發(fā)展水平的總體狀況良好,各發(fā)展階段教師的百分比與中學(xué)教師專業(yè)發(fā)展常模中的百分比基本一致。多數(shù)教師還沒能夠利用多種評價(jià)手段對學(xué)生的發(fā)展過程進(jìn)行評價(jià),教學(xué)評價(jià)手段過于單一、評價(jià)的主體過于局限、評價(jià)的目的和功能異化。對自然、人文、藝術(shù)學(xué)科的知識(shí)沒有很好的全面的了解和掌握。教師對教學(xué)工作中出現(xiàn)的問題缺乏的反思和改進(jìn)。不同職稱的教師之間的專業(yè)發(fā)展水平存在顯著性差異,教師的職稱與教師專業(yè)發(fā)展水平密切相關(guān)。第五部分是結(jié)論與建議。對本論文進(jìn)行系統(tǒng)總結(jié),并針對調(diào)查結(jié)果提出提高中學(xué)生物教師專業(yè)發(fā)展水平的策略。第六部分是反思與展望。主要對本研究的結(jié)果做了一個(gè)總結(jié),并針對本研究存在的不足進(jìn)行反思,提出相應(yīng)的改進(jìn)意見。
[Abstract]:In 2012, China promulgated and implemented the Professional Standard for Middle School Teachers (try out), which is an important milestone in promoting the professional development of teachers in our country. The 21st century is the century of life science. Biology teachers in middle schools should not only cultivate the life science literacy of all students. What is more important is to cultivate innovative talents in the field of life science in the future, which puts forward higher requirements for the quality of middle school biology teachers. Based on the analysis of relevant theories and the reality of biology teaching in middle schools, this paper investigates and analyzes the professional development level of biology teachers in Qufu City, Shandong Province, and puts forward some suggestions for optimization. The purpose of this paper is to provide the basis for the establishment of a scientific system of teachers' professional development in the future educational administration institutions and school administrators, to carry out the work of post-service teacher education scientifically, and to help the biology teachers of middle schools to analyze their own strengths and weaknesses. Carry on the appraisal and reflection to oneself condition one by one, realize the middle school biology teacher all-round development. In this study, literature method, investigation method, statistical analysis method and comparative analysis method are used. The main body of the thesis is divided into six parts: the first part is an introduction. This paper briefly describes the research background, domestic and foreign research status and research significance. The second part is an overview. The concept of teacher professional development and biological teacher professional development level is defined. Then it expounds the standards of middle school teachers' professional development, the five-stage theory of Huberman's teacher career and the theory of Tang Shengquan's five-stage professional development. The third part is the design and implementation of the research. It mainly includes determining the research object, choosing the appropriate research method, designing the corresponding questionnaire and measuring the data, collecting and analyzing the relevant data. The fourth part is the research results and analysis. In this paper, a self-designed questionnaire for the professional development of middle school biology teachers is used to investigate the actual situation of the professional development of middle school biology teachers, and the data are processed by using SPSS17.0 software. Through the analysis of the investigation results, the following conclusions are drawn: the general situation of the professional development level of biology teachers in Qufu Middle School is good, and the percentage of teachers in each stage of development is basically the same as that in the norm of professional development of middle school teachers. Most teachers have not been able to evaluate the development process of students by a variety of evaluation methods. The teaching evaluation method is too single, the main body of evaluation is too limited, and the purpose and function of evaluation is alienated. The knowledge of nature, humanities and art is not well understood and mastered. Teachers' reflection and improvement on the problems in teaching work. There are significant differences in the level of professional development among teachers with different titles, and the professional titles of teachers are closely related to the level of professional development of teachers. The fifth part is the conclusion and recommendation. This paper summarizes systematically and puts forward the strategies to improve the professional development level of biology teachers in middle schools in the light of the investigation results. The sixth part is introspection and prospect. This paper makes a summary of the results of this study, and puts forward some suggestions for improvement in view of the shortcomings of this study.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.91

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