發(fā)布時間：2018-07-06 07:14

  本文選題：教師專業(yè)發(fā)展 + 校本教研�。� 參考：《閩南師范大學》2015年碩士論文

【摘要】：教師是基礎教育改革與教師專業(yè)發(fā)展的主體要素之一,其素質(zhì)的高低關系著社會經(jīng)濟發(fā)展速度的快慢和教育質(zhì)量的高低,尤其教師的專業(yè)發(fā)展水平更是國家軟實力及綜合國力強弱的重要標志之一。目前我國教師的專業(yè)發(fā)展水平有待于進一步提高,其職前培養(yǎng)與職后培訓相脫節(jié)且職后教師的專業(yè)發(fā)展在教研與培訓環(huán)節(jié)處于封閉、孤立狀態(tài),使教師的理論學習與實踐體驗無法有效的結合,這就需要以教師任職學校為中心平臺的校本教研和以高校為專業(yè)引領主體的院校培訓兩者的有效互動銜接實現(xiàn)教師教育職前職后一體化,架起溝通理論與實踐的橋梁,共同提高教師的專業(yè)化發(fā)展水平。本文運用文獻分析法及實際調(diào)查法等對國內(nèi)外教師教育改革促進教師專業(yè)發(fā)展之成功案例進行簡介,并以福建永安中小學為基地進行了實證調(diào)查與分析。首先,參照英、美、澳等發(fā)達國家的大學與中小學聯(lián)合培訓教師的實踐探索的典型案例,并借鑒國內(nèi)首都師范大學、東北師范大學、閩南師范大學及廣西師范大學等教師教育改革創(chuàng)新之成功經(jīng)驗。其次,在社會符號互動論及終身教育、教師教育一體化的理論支撐下,通過對永安中小學在職教師、校長進行實證調(diào)查,發(fā)現(xiàn)校本教研與院校培訓兩者在互動視角下各自存在以下現(xiàn)狀問題:組織者專業(yè)素質(zhì)不高,內(nèi)容針對性不強、開展形式單一、評價激勵工作不到位以及缺乏必要的物質(zhì)基礎,并對其產(chǎn)生原因進行了說明與分析。最后針對已有問題,借鑒教師教育改革促進教師專業(yè)發(fā)展之典型案例的成功經(jīng)驗,提出促進兩者有效互動銜接的運行模式以及確保模式有序運行的保障機制。
[Abstract]:Teachers are one of the main elements of the reform of basic education and the professional development of teachers. The quality of teachers is related to the speed of social and economic development and the quality of education. In particular, teachers' professional development level is one of the important symbols of national soft power and comprehensive national strength. At present, the level of professional development of teachers in our country needs to be further improved, its pre-service training and post-service training are disjointed, and the professional development of post-service teachers is in a closed and isolated state in the link of teaching and research and training. So that teachers' theoretical learning and practical experience can not be effectively combined, This requires the effective interaction and convergence of school-based teaching and research with teachers' serving schools as the central platform and colleges' training with colleges and universities as the leading subject to realize the integration of pre-service and post-service teachers' education and to build a bridge between theory and practice. Jointly improve the professional development level of teachers. This paper makes a brief introduction to the successful cases of teachers' professional development promoted by the reform of teachers' education at home and abroad with the methods of literature analysis and actual investigation, and makes an empirical investigation and analysis based on the primary and secondary schools in Yongan, Fujian Province. First of all, referring to the typical cases of joint training of teachers between universities and primary and secondary schools in developed countries, such as Britain, the United States and Australia, and referring to the domestic capital normal University, Northeast normal University, The successful experience of teaching reform and innovation in Minnan normal University and Guangxi normal University. Secondly, based on the theory of interaction of social symbols and lifelong education and integration of teacher education, an empirical investigation is carried out on the in-service teachers and principals of Yongan primary and secondary schools. It is found that both School-based Teaching and Research and College training have the following problems: the organizers' professional quality is not high, the content is not targeted, the form of development is single, the evaluation and incentive work is not in place and the necessary material foundation is lacking. The reasons are explained and analyzed. Finally, aiming at the existing problems and drawing lessons from the successful experience of the typical cases of teacher education reform to promote the professional development of teachers, the paper puts forward the operation mode of promoting the effective interaction and linking of the two and the guarantee mechanism to ensure the orderly operation of the model.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G635.1

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本文編號：2101934