發(fā)布時間：2018-06-19 12:26

  本文選題：高中數(shù)學(xué)教師 + 專業(yè)發(fā)展　； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：教師是教育事業(yè)發(fā)展的第一戰(zhàn)略資源,教育水平的高低,依賴于是否有高質(zhì)量的教師隊(duì)伍。隨著全球信息化時代的發(fā)展,時代背景下不同學(xué)生的心理發(fā)展特征也不同,那么就要求教師在這種變化中也要不斷地革新。對于教師來說,改變固有的發(fā)展模式無疑是一個巨大的挑戰(zhàn)。近年來,隨著我國教師教育體系的不斷完善,教師教育改革在持續(xù)的推進(jìn),教師的培養(yǎng)質(zhì)量和水平也得到了顯著提高,可是教師培養(yǎng)的適應(yīng)性和針對性不強(qiáng)、課程教學(xué)內(nèi)容和教學(xué)方法還過于陳舊、教育實(shí)踐質(zhì)量不高、教師教育的師資隊(duì)伍相對薄弱等突出問題也相繼顯現(xiàn)。因此,教師專業(yè)優(yōu)質(zhì)化的發(fā)展和高水平的提升在當(dāng)前全面提高教育質(zhì)量,全面實(shí)施素質(zhì)教育、義務(wù)教育均衡發(fā)展以及促進(jìn)教育公平的關(guān)鍵時期已經(jīng)成為當(dāng)代教師教育改革的重要課題。本文通過對國內(nèi)外相關(guān)文獻(xiàn)的研讀,結(jié)合高中數(shù)學(xué)教師的現(xiàn)狀,共選取12名70后成熟期高中數(shù)學(xué)的骨干教師作為研究對象,通過文獻(xiàn)研究和問卷調(diào)查了解高中數(shù)學(xué)骨干教師在數(shù)學(xué)學(xué)科、教學(xué)、課程和一般教育學(xué)知識方面的水平,通過編制的高中數(shù)學(xué)骨干教師素質(zhì)特征量表了解學(xué)生角度對優(yōu)秀數(shù)學(xué)教師的特征評價以及教師角度對優(yōu)秀數(shù)學(xué)教師的特征評價。并且通過觀察的形式對所要調(diào)查的研究對象進(jìn)行課堂觀察,側(cè)面評價教師作出相關(guān)分析,用訪談來敘述中學(xué)教師此時遇到的瓶頸以及他們眼中優(yōu)秀教師評價標(biāo)準(zhǔn)等問題,用質(zhì)與量相結(jié)合的方法,研究發(fā)現(xiàn)其個人特征、影響因素,配合量的研究用大量數(shù)據(jù)分析得出本文成熟期高中數(shù)學(xué)骨干教師在穩(wěn)定成熟的數(shù)學(xué)學(xué)科知識教育教學(xué)水平、善于進(jìn)行教學(xué)反思、實(shí)現(xiàn)實(shí)踐知識的順利遷移、對教學(xué)問題進(jìn)行合理歸因方面的特征,并發(fā)現(xiàn)其在突破成熟追求卓越過程中的瓶頸問題以及學(xué)校、學(xué)生、家庭以及教師本身在其發(fā)展中存在的影響,結(jié)合以上研究將成熟期高中數(shù)學(xué)骨干教師的目標(biāo)定位為：找到自身突破點(diǎn),克服職業(yè)倦怠,提升自我,向?qū)＜倚徒處熯~進(jìn)。提出可行性建議,為教師在職業(yè)發(fā)展過程中能力的培養(yǎng)和持續(xù)提升提供理論與策略指導(dǎo)。
[Abstract]:Teachers are the first strategic resource for the development of education. The level of education depends on whether there are high-quality teachers. With the development of the global information age, different students' psychological development characteristics are different under the background of the times, so teachers are required to innovate constantly in this kind of change. For teachers, changing the inherent development model is undoubtedly a huge challenge. In recent years, with the continuous improvement of teacher education system in our country, the reform of teacher education has been continuously promoted, and the quality and level of teacher training have been significantly improved, but the adaptability and pertinence of teacher training are not strong. The teaching contents and teaching methods are too old, the quality of educational practice is not high, and the teachers of teacher education are relatively weak and so on. Therefore, the development of teachers' professional quality and the improvement of high level are improving the quality of education in an all-round way and implementing quality-oriented education in an all-round way. The key period of balanced development of compulsory education and promotion of educational fairness has become an important subject of contemporary teacher education reform. Through the study of the relevant literature at home and abroad, combined with the current situation of senior high school mathematics teachers, a total of 12 post-70 mature senior high school mathematics backbone teachers as the research object. Through literature research and questionnaire survey, to understand the level of mathematics knowledge in mathematics, teaching, curriculum and general pedagogy of senior high school mathematics backbone teachers, Based on the quality characteristics scale of senior mathematics backbone teachers, this paper studies the characteristic evaluation of excellent mathematics teachers from the students' perspective and the characteristic evaluation of excellent mathematics teachers from the teachers' point of view. And through the form of observation to investigate the research object of classroom observation, side evaluation of teachers to make relevant analysis, using interviews to describe the bottleneck encountered by middle school teachers at this time, as well as their eyes excellent teachers evaluation standards and other issues. With the method of combining quality and quantity, the author finds out its personal characteristics, influencing factors and matching quantity. By analyzing a large number of data, the author draws the conclusion that the key teachers of mathematics in the mature period of this paper are in the stable and mature level of mathematics subject knowledge education and teaching. Be good at teaching reflection, realize the smooth transfer of practical knowledge, carry on the reasonable attribution characteristic to the teaching problem, and find out that it breaks through the bottleneck problem in the process of maturing and pursuing excellence, as well as the school, the student, Family and teachers themselves in its development impact, combined with the above research will be mature senior high school mathematics teachers' goals: find their own breakthrough point, overcome job burnout, improve themselves, to expert teachers stride forward. To provide theoretical and strategic guidance for the development and continuous improvement of teachers' ability in the process of career development.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王海萍;中學(xué)骨干教師持續(xù)發(fā)展研究[D];山東師范大學(xué);2008年

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本文編號：2039883