基于自我決定理論分析中小學教師職后培訓中的教師學習動機
發(fā)布時間：2018-11-12 18:08
【摘要】：近年來,我國的教育事業(yè)迅猛發(fā)展,教師教育領域的研究與實踐也逐步趨于成熟和完善,而中小學教師的職后培訓問題也成為一個熱門的話題,并受到了極大的重視。不論在理論方面還是實踐方面,教師職后培訓都已經(jīng)取得了十分明顯的成果,同時這個領域也還存在著許多值得繼續(xù)探討的問題。本文基于動機理論中的自我決定理論,分析中小學教師職后培訓中的學習動機情況。自我決定理論由美國心理學家理查德·M·瑞安(Richard M. Ryan)和愛德華·L·德西(Edward L.Deci)于20世紀80年代提出的,該理論認為人具有積極的主觀能動性,能根據(jù)內(nèi)在的基本心理需求將外部環(huán)境與外部動機在一定條件下內(nèi)化為內(nèi)在滿足感,從而激發(fā)自我成長的潛能。自我決定理論一共分為認知評價理論、基本心理需要理論、有機整合理論、目標內(nèi)容理論和因果定向理論五個子理論。根據(jù)自我決定理論分析中小學教師職后培訓表明,因教師職后培訓中存在著培訓制度尚未完善、培訓內(nèi)容枯燥脫節(jié)和培訓方式欠妥等問題,因此當前的培訓普遍未能有效促進教師的學習動機,最終導致職后培訓的效果不佳、資源浪費、教師滿意度較低、積極性較差,阻礙了教師職后專業(yè)成長。文章主要分為五個部分。第一部分為緒論,闡述了選題緣由、研究目的和意義、相關概念界定、文獻綜述、研究方法與思路和創(chuàng)新與不足。第二部分簡要闡述了自我決定理論的發(fā)展背景和核心內(nèi)容。第三部分分析了當前中小學教師職后培訓學習動機的現(xiàn)狀,具體談到了職后培訓的頻率、主要培訓形式、師資、訓前調研和訓后回訪、教師需求以及教師的滿意度等幾個問題。第四部分應用自我決定理論,依照幾個子理論對中小學教師職后培訓學習動機進行具體的理論分析,闡明目前存在的一些問題的癥結所在。最后一部分根據(jù)前文的分析,得出了文章結論并提出了改進建議——建立教師自我決定和自我效能的積極培訓認知,建立滿足教師基本心理需要的培訓體系,建立促進內(nèi)外部動機相結合的良好環(huán)境。
[Abstract]:In recent years, with the rapid development of education in China, the research and practice in the field of teacher education have gradually become mature and perfect, and the problem of post-service training of primary and secondary school teachers has become a hot topic and has received great attention. Both in theory and in practice, the post-service training of teachers has achieved very obvious results, at the same time, there are still many problems worth exploring in this field. Based on the self-decision theory in motivation theory, this paper analyzes the learning motivation of primary and secondary school teachers in post-service training. The theory of self-determination was put forward by American psychologists Richard M. Ryan (Richard M. Ryan) and Edward L.Deci in the 1980s. It can internalize the external environment and external motivation into internal satisfaction under certain conditions according to the internal basic psychological needs, thus stimulating the potential of self-growth. The theory of self-determination is divided into five sub-theories: cognitive evaluation theory, basic psychological need theory, organic integration theory, goal content theory and causal orientation theory. According to the theory of self-decision, the analysis of post-service training of primary and secondary school teachers shows that there are some problems in the post-service training of teachers, such as the imperfection of training system, the dull disconnect of training contents and the improper training methods. Therefore, the current training generally fails to effectively promote teachers' learning motivation, which ultimately leads to poor results of post-service training, waste of resources, low teacher satisfaction and poor enthusiasm, which hinders teachers' professional growth. The article is divided into five parts. The first part is the introduction, which expounds the reason, the purpose and significance of the research, the definition of relevant concepts, literature review, research methods and ideas, innovation and insufficiency. The second part briefly describes the development background and core content of self-decision theory. The third part analyzes the current situation of teachers' learning motivation after training in primary and secondary schools, and specifically discusses the frequency, main training forms, teachers, pre-training research and post-training visits, teachers' needs and teachers' satisfaction. The fourth part applies the theory of self-determination, according to several sub-theories to analyze the learning motivation of primary and secondary school teachers' post-service training, and clarifies the crux of some existing problems. In the last part, according to the analysis above, the author draws the conclusion of the article and puts forward some suggestions for improvement, that is, to establish the positive training cognition of teachers' self-decision and self-efficacy, and to set up a training system to meet the basic psychological needs of teachers. Establish a good environment that promotes the combination of internal and external motivation.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G635.1
本文編號：2327821
[Abstract]:In recent years, with the rapid development of education in China, the research and practice in the field of teacher education have gradually become mature and perfect, and the problem of post-service training of primary and secondary school teachers has become a hot topic and has received great attention. Both in theory and in practice, the post-service training of teachers has achieved very obvious results, at the same time, there are still many problems worth exploring in this field. Based on the self-decision theory in motivation theory, this paper analyzes the learning motivation of primary and secondary school teachers in post-service training. The theory of self-determination was put forward by American psychologists Richard M. Ryan (Richard M. Ryan) and Edward L.Deci in the 1980s. It can internalize the external environment and external motivation into internal satisfaction under certain conditions according to the internal basic psychological needs, thus stimulating the potential of self-growth. The theory of self-determination is divided into five sub-theories: cognitive evaluation theory, basic psychological need theory, organic integration theory, goal content theory and causal orientation theory. According to the theory of self-decision, the analysis of post-service training of primary and secondary school teachers shows that there are some problems in the post-service training of teachers, such as the imperfection of training system, the dull disconnect of training contents and the improper training methods. Therefore, the current training generally fails to effectively promote teachers' learning motivation, which ultimately leads to poor results of post-service training, waste of resources, low teacher satisfaction and poor enthusiasm, which hinders teachers' professional growth. The article is divided into five parts. The first part is the introduction, which expounds the reason, the purpose and significance of the research, the definition of relevant concepts, literature review, research methods and ideas, innovation and insufficiency. The second part briefly describes the development background and core content of self-decision theory. The third part analyzes the current situation of teachers' learning motivation after training in primary and secondary schools, and specifically discusses the frequency, main training forms, teachers, pre-training research and post-training visits, teachers' needs and teachers' satisfaction. The fourth part applies the theory of self-determination, according to several sub-theories to analyze the learning motivation of primary and secondary school teachers' post-service training, and clarifies the crux of some existing problems. In the last part, according to the analysis above, the author draws the conclusion of the article and puts forward some suggestions for improvement, that is, to establish the positive training cognition of teachers' self-decision and self-efficacy, and to set up a training system to meet the basic psychological needs of teachers. Establish a good environment that promotes the combination of internal and external motivation.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G635.1
【參考文獻】
相關期刊論文 前1條
1 任祥華;;成人教育課程研究的回顧與前瞻[J];成人高教學刊;2007年06期
相關碩士學位論文 前1條
1 謝靜思;廣東省河源市中小學教師培訓問題與對策研究[D];廣州大學;2013年
，本文編號：2327821
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2327821.html
