本文選題：專業(yè)發(fā)展 + 專業(yè)發(fā)展需求　； 參考：《湖南大學(xué)》2016年碩士論文

【摘要】：多年以來農(nóng)村教育一直是被關(guān)注的主題。由于教師的缺乏以及不合理的教師年齡結(jié)構(gòu),農(nóng)村教育的發(fā)展受到了極大的限制,這也加劇了存在于農(nóng)村教育和城市教育之間的不平衡性。在這種背景下,“特崗計(jì)劃”應(yīng)運(yùn)而生,這為農(nóng)村地區(qū)輸入了大量?jī)?yōu)秀年輕的教師。由于特崗教師同時(shí)具有初任教師和農(nóng)村教師的特點(diǎn),其專業(yè)發(fā)展需求也有其特殊性。對(duì)特崗英語教師專業(yè)發(fā)展的需求分析有助于開展有意義且有效的專業(yè)發(fā)展活動(dòng),從而加強(qiáng)特崗英語教師的專業(yè)發(fā)展。鑒于此,本研究以湖南各縣的113名特崗英語教師作為研究對(duì)象,以網(wǎng)上問卷調(diào)查及面對(duì)面訪談的形式,對(duì)湖南特崗英語教師在專業(yè)發(fā)展上的需求進(jìn)行調(diào)查。本研究旨在探討以下研究問題：湖南特崗英語教師專業(yè)發(fā)展現(xiàn)狀如何?特崗英語教師有哪些專業(yè)發(fā)展需求?特崗英語教師對(duì)他們的專業(yè)發(fā)展?jié)M意嗎?如果不滿意,是什么因素影響特崗英語教師專業(yè)發(fā)展需求沒得到滿足?本研究主要采用定量為主定性為輔的方式進(jìn)行數(shù)據(jù)的收集。經(jīng)過對(duì)定性和定量數(shù)據(jù)的分析后,研究結(jié)果表明：首先,特崗英語教師在過去一年里參加專業(yè)發(fā)展活動(dòng)的頻率并不高；但他們對(duì)所參與的專業(yè)發(fā)展活動(dòng)持積極的態(tài)度,認(rèn)為這些專業(yè)發(fā)展活動(dòng)很有用。其次,特崗英語教師有很高的專業(yè)發(fā)展需求,尤其對(duì)包括教學(xué)能力、管理能力、信息技術(shù)使用能力以及科研能力在內(nèi)的專業(yè)能力有著更高的需求；影響特崗英語教師專業(yè)發(fā)展需求沒得到滿足的因素很多,主要因素有工作壓力、很少有機(jī)會(huì)參加專業(yè)發(fā)展培訓(xùn)及沒能有效地得到指導(dǎo)教師的指導(dǎo)等。根據(jù)研究結(jié)果,本研究對(duì)在農(nóng)村開展特崗英語教師專業(yè)發(fā)展活動(dòng)提出了建議。比如專業(yè)發(fā)展活動(dòng)應(yīng)該在符合特崗英語教師的需求的基礎(chǔ)上進(jìn)行；在專業(yè)發(fā)展途徑上,特崗英語教師可以通過自主發(fā)展、校本教研以及網(wǎng)絡(luò)共同體去實(shí)現(xiàn)自己的專業(yè)發(fā)展。本研究不僅幫助了特崗英語教師認(rèn)識(shí)到自己的專業(yè)發(fā)展需求,同時(shí)也為教育專家及當(dāng)?shù)亟逃止芾砣藛T在開展特崗英語教師專業(yè)發(fā)展活動(dòng)時(shí)提供了建議。
[Abstract]:Rural education has been a subject of concern for many years. Due to the lack of teachers and the irrational age structure of teachers, the development of rural education has been greatly restricted, which also aggravates the imbalance between rural education and urban education. In this context, the "special post plan" has emerged as the times require, this is the rural area. A large number of excellent young teachers have been entered. Due to the characteristics of the special post teachers and the rural teachers, their professional development needs are also special. The analysis of the professional development of special post English teachers is helpful to develop meaningful and effective professional development activities, and to strengthen the professional development of special post English teachers. The purpose of this study is to investigate the needs of Hunan special post English teachers in the form of online questionnaire and face-to-face interview. The purpose of this study is to investigate the following questions: what is the present situation of the professional development of Hunan Special English teachers in Hunan: the special post English teachers Are there any professional development needs? Are special post English teachers satisfied with their professional development? If they are not satisfied, what are the factors that affect the professional development needs of special post English teachers? This study mainly uses quantitative qualitative and qualitative methods to collect data. After the analysis of qualitative and quantitative data, the research results are The results show: first, the special Gang English teachers have not been able to participate in professional development activities in the past year, but they have a positive attitude towards the professional development activities involved, and they think these professional development activities are very useful. Secondly, special post English teachers have high professional development needs, especially teaching and management skills, There are much higher requirements for the ability of using information technology and the ability of scientific research. There are many factors affecting the professional development needs of special post English teachers. The main factors are work pressure, few opportunities to participate in professional development training and the guidance of instructors. Some suggestions are made for the development of special post English teachers in rural areas. For example, professional development activities should be based on the requirements of special post English teachers. In the way of professional development, special post English teachers can achieve their own professional development through independent development, school-based teaching and research and network community. The study not only helped the special English teachers to recognize their own professional development needs, but also provided suggestions for educational experts and Local Education Bureau administrators to develop special post English teachers' professional development activities.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41
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本文編號(hào)：2089815