【摘要】：世界新一輪的課程改革實(shí)踐證明,只有教師將改革的理念付諸實(shí)踐,教育和學(xué)校的改革才會(huì)事半功倍,因此如何提高教師的質(zhì)量成為各國(guó)教育改革的當(dāng)務(wù)之急。當(dāng)今世界知識(shí)信息迅猛發(fā)展,更新?lián)Q代的速度比以往任何時(shí)候快,教師能否樹(shù)立一種終身學(xué)習(xí)的理念,不斷尋求自我專業(yè)發(fā)展成為提高教師質(zhì)量的關(guān)鍵。教師專業(yè)學(xué)習(xí)共同體,一種由具有共同愿景的教育實(shí)踐者組成的學(xué)習(xí)團(tuán)隊(duì),以分享知識(shí)、合作學(xué)習(xí)作為其核心文化,滿足了教師尋求自我專業(yè)發(fā)展的要求,并且經(jīng)多個(gè)國(guó)家的實(shí)踐證明了是一條有效的教師專業(yè)發(fā)展途徑,受到世界各國(guó)的推廣和應(yīng)用。我國(guó)擁有一個(gè)龐大的中小學(xué)教師隊(duì)伍,但是這個(gè)隊(duì)伍的質(zhì)量發(fā)展參差不齊,普遍存在知識(shí)比例失調(diào),從教能力不足；入職學(xué)歷要求低,在職發(fā)展機(jī)會(huì)少；職業(yè)道德欠缺等問(wèn)題,教師的專業(yè)發(fā)展形勢(shì)嚴(yán)峻。而在具體的學(xué)科教師專業(yè)發(fā)展中,我國(guó)重理輕文的社會(huì)風(fēng)氣；學(xué)生喜歡歷史卻不喜歡歷史課的現(xiàn)實(shí)以及新課程改革倡導(dǎo)的合作式的教師專業(yè)發(fā)展途徑等因素,使得傳統(tǒng)的以自我為中心的歷史教師專業(yè)發(fā)展面臨嚴(yán)峻的挑戰(zhàn)。鑒于此,通過(guò)構(gòu)建中學(xué)歷史教師專業(yè)學(xué)習(xí)共同體的途徑促進(jìn)歷史教師的專業(yè)發(fā)展成為時(shí)下我國(guó)提高歷史教師質(zhì)量的必選之路。文章分六個(gè)部分對(duì)構(gòu)建區(qū)域性中學(xué)歷史教師專業(yè)學(xué)習(xí)共同體這一問(wèn)題進(jìn)行了研究論述。文章的第一部分為緒論,論述了選題的緣由和意義,國(guó)內(nèi)外相關(guān)的研究現(xiàn)狀以及文章的研究思路和方法。第二部分,重點(diǎn)對(duì)教師專業(yè)發(fā)展、區(qū)域性、教師專業(yè)學(xué)習(xí)共同體和歷史教師專業(yè)學(xué)習(xí)共同體等概念進(jìn)行了界定。第三部分,筆者梳理了教師同伴指導(dǎo)、“批判性諍友團(tuán)隊(duì)”、在線教師專業(yè)學(xué)習(xí)共同體、“U-S協(xié)作型專業(yè)學(xué)習(xí)共同體”、教育集團(tuán)、教研組等國(guó)內(nèi)外幾種具有代表意義的區(qū)域性教師專業(yè)學(xué)習(xí)共同體實(shí)踐模式,以期為構(gòu)建適合于我國(guó)教育現(xiàn)狀的中學(xué)歷史教師專業(yè)學(xué)習(xí)共同體提供借鑒。第四部分,采用問(wèn)卷調(diào)查法了解湖南省湘南地區(qū)中學(xué)歷史教師的專業(yè)學(xué)習(xí)共同體的發(fā)展現(xiàn)狀。文章的第五部分針對(duì)湖南省湘南地區(qū)歷史教師專業(yè)學(xué)習(xí)共同體發(fā)展中存在的問(wèn)題,從政府的政策支持、學(xué)校的環(huán)境和人力資源條件保障、歷史教師專業(yè)學(xué)習(xí)共同體的實(shí)施三個(gè)層面出發(fā),提出了構(gòu)建策略。最后一部分是文章的結(jié)語(yǔ),對(duì)文章進(jìn)行概括性的小結(jié)。
[Abstract]:The new round of curriculum reform practice in the world has proved that only when teachers put the idea of reform into practice can the reform of education and school achieve twice the result with half the effort. Therefore, how to improve the quality of teachers becomes the urgent task of education reform in all countries. With the rapid development of knowledge and information in the world, the speed of updating is faster than ever before. Whether teachers can set up a concept of lifelong learning and constantly seek self-professional development has become the key to improve the quality of teachers. The teacher professional learning community, a learning team composed of educational practitioners with a common vision, shares knowledge and collaborates learning as its core culture, which meets the teachers' requirement of seeking self-professional development. It is proved by practice in many countries that it is an effective way of teacher professional development and has been popularized and applied all over the world. China has a large contingent of primary and secondary school teachers, but the quality of this team is uneven, and there are many problems, such as the imbalance in the proportion of knowledge, the lack of teaching ability, the low requirements for entry qualifications, the lack of opportunities for on-the-job development, the lack of professional ethics, and so on. The situation of teachers' professional development is grim. In the specific subject teacher professional development, the social atmosphere of attaching importance to management and neglecting the text, the students like history but not the reality of history class, and the cooperative way of teacher professional development advocated by the new curriculum reform, etc. The traditional self-centered history teacher professional development is facing severe challenges. In view of this, to promote the professional development of history teachers through the way of constructing the professional learning community of history teachers in middle schools has become the inevitable way to improve the quality of history teachers in our country. This paper discusses the construction of regional history teachers' professional learning community in six parts. The first part of the article is the introduction, which discusses the reason and significance of the topic, the domestic and foreign related research status and the research ideas and methods of the article. The second part mainly defines the concepts of teacher professional development, regional, teacher professional learning community and history teacher professional learning community. The third part, the author combs the teacher peer guidance, "critical friend team", "online teachers professional learning community", "U-S collaborative professional learning community", education group, The teaching and research group and other domestic and foreign representative regional teachers' professional learning community practice model in order to provide a reference for the construction of middle school history teachers' professional learning community which is suitable for the current education situation of our country. In the fourth part, we use the questionnaire to understand the development of professional learning community of middle school history teachers in Hunan province. The fifth part of the article aims at the problems existing in the development of the history teachers' professional learning community in Hunan Province, from the government's policy support, the school environment and the human resource condition guarantee, Starting from the implementation of history teachers' professional learning community, this paper puts forward the construction strategy. The last part is the conclusion of the article, a summary of the article.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.51

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