本文選題：中小學(xué)教師 + 個人教育哲學(xué)��； 參考：《河南大學(xué)》2015年碩士論文

【摘要】：教師個人教育哲學(xué)作為關(guān)懷教師成長的學(xué)說,是教師獲得良好心態(tài)、提升教師生命質(zhì)量、促進教師發(fā)展的內(nèi)在驅(qū)動力,它能夠幫助教師重新認識自我,為教師個人確立安身立命之本;同時也可以促進教師樹立正確的教育觀念,提升不斷創(chuàng)新的潛質(zhì),從而使教師找尋到教育的真諦,獲得“教”之幸福。美國教育哲學(xué)家索爾蒂斯曾說,就像每個人都應(yīng)該有個人的生活哲學(xué)一樣,教師也應(yīng)有個人的教育哲學(xué),它能夠使教師清晰什么是正確的、好的、值得做的。中小學(xué)教師在基礎(chǔ)教育階段發(fā)揮著重要的作用,他們肩負著助力基礎(chǔ)教育變革與發(fā)展的重要責(zé)任,以及育化生命、為新生代奠定人生之基的重要職責(zé)。然而,當前中小學(xué)教師多憑經(jīng)驗進行教育教學(xué)的現(xiàn)狀,阻礙了中小學(xué)教師個人教育哲學(xué)的形成,抑制了其理性教育思維和反思、批判精神的形成;另外,中小學(xué)教師生存狀態(tài)的不良以及教師專業(yè)發(fā)展的要求,促使論文選取了從中小學(xué)教師著手建構(gòu)其個人教育哲學(xué)這一課題。論文從四個部分進行展開:第一部分緒論主要闡述了論文的研究緣起、研究意義,同時,就已有教師個人教育哲學(xué)的研究成果做了文獻綜述及評析討論,提出了論文的研究思路,并采用文獻分析法、調(diào)查訪問法以及敘事研究法,以期實現(xiàn)在中小學(xué)教師教育教學(xué)實踐的基礎(chǔ)上反思教師個人教育哲學(xué)的理論,在理論的深刻思考中反觀中小學(xué)教師的實踐活動和認識。第二部分闡釋了教師個人教育哲學(xué)的意蘊。首先,論文從教育哲學(xué)關(guān)注教育活動中人的完整性的生成及生命存在意義的本義著手,對教師個人教育哲學(xué)的內(nèi)涵進行了界定。其次,通過對已有研究內(nèi)容的考量,并結(jié)合在與一線中小學(xué)教師接觸中所產(chǎn)生的認識與思考,提出了教師個人教育哲學(xué)應(yīng)包含的四個層次的內(nèi)容結(jié)構(gòu),梳理了已有研究內(nèi)容的弊端及優(yōu)點,并分別闡釋了其對現(xiàn)實的影響,從而為內(nèi)容的確立提供支持。最后,闡釋了教師個人教育哲學(xué)的特征。第三部分立足于教師個人教育哲學(xué)的意蘊,集中論述了中小學(xué)教師的個人教育哲學(xué)對教師個人、學(xué)生以及學(xué)校發(fā)展所帶來的價值。第四部分是中小學(xué)教師個人教育哲學(xué)的建構(gòu),論文把索爾蒂斯提出的教育哲學(xué)形態(tài)以及其中對個人教育哲學(xué)重要性的認識作為研究的理論基礎(chǔ),結(jié)合教師個人教育哲學(xué)的意蘊,提出了確立中小學(xué)教師個人教育哲學(xué)的價值取向,并指出建構(gòu)的相應(yīng)原則以及實現(xiàn)中小學(xué)教師建構(gòu)教師個人教育哲學(xué)的有效途徑。
[Abstract]:As a theory of caring for teachers' growth, personal educational philosophy of teachers is the internal driving force for teachers to acquire good mentality, improve teachers' quality of life and promote teachers' development. It can help teachers to understand themselves again. At the same time, it can also promote teachers to set up correct educational concept, to enhance the potential of innovation, so that teachers can find the true meaning of education and obtain the happiness of "teaching". The American educational philosopher Soltis once said that just as everyone should have a personal philosophy of life, so should a teacher have a personal philosophy of education, which can make it clear to a teacher what is right, good, and worth doing. Primary and secondary school teachers play an important role in the basic education stage, they shoulder the important responsibility of helping the reform and development of basic education, as well as the important duty of nurturing life and laying the foundation of life for the new generation. However, the present situation of primary and secondary school teachers' education and teaching based on experience hinders the formation of personal educational philosophy of primary and secondary school teachers, inhibits their rational educational thinking and reflection, and the formation of critical spirit. The poor living condition of primary and middle school teachers and the requirement of teachers' professional development urge the thesis to choose the subject of constructing personal education philosophy from the primary and middle school teachers. The thesis is carried out from four parts: the first part mainly expounds the origin and significance of the research, at the same time, the author makes a literature review and comments on the research results of the personal education philosophy of teachers. This paper puts forward the research idea of the thesis, and adopts the literature analysis method, the investigation interview method and the narrative research method, in order to realize the theory of reflecting the teacher's personal educational philosophy on the basis of the teaching practice of the primary and middle school teachers' education and teaching. In the deep thinking of the theory, the author looks at the practical activities and cognition of the primary and middle school teachers. The second part explains the implication of teacher's personal education philosophy. First of all, the thesis defines the connotation of teacher's personal educational philosophy from the perspective of the formation of human integrity and the meaning of existence of life in educational philosophy. Secondly, through the consideration of the existing research content, combined with the understanding and thinking produced in the contact with primary and secondary school teachers, this paper puts forward the content structure of four levels which should be included in teachers' personal educational philosophy. This paper combs the disadvantages and advantages of the existing research content, and explains its impact on reality respectively, thus providing support for the establishment of the content. Finally, it explains the characteristics of teacher's personal education philosophy. The third part is based on the implication of teachers' individual educational philosophy, focusing on the value of the personal education philosophy of primary and secondary school teachers to teachers, students and the development of schools. The fourth part is the construction of personal educational philosophy of primary and secondary school teachers. The paper takes the form of educational philosophy put forward by Soltis and the understanding of the importance of individual educational philosophy as the theoretical basis of the research, combining with the implication of teachers' personal educational philosophy. This paper puts forward the value orientation of personal educational philosophy of primary and secondary school teachers, and points out the corresponding principles of construction and the effective way to realize the construction of individual educational philosophy of teachers in primary and secondary schools.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.1

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