【摘要】：教育實習(xí)作為教師教育實踐性課程,它的組織與實施關(guān)系到教師的質(zhì)量,而教師的質(zhì)量則關(guān)乎一個社會的教育質(zhì)量。進(jìn)入21世紀(jì),我們國家順應(yīng)教師教育回歸實踐的國際潮流,從政策層面對教育實習(xí)的組織和實施提出要求。在政策的指引下,各個教師教育機(jī)構(gòu)也都將教育實習(xí)作為準(zhǔn)教師的必修課。但是在現(xiàn)實中,實習(xí)教師的實習(xí)經(jīng)歷通常并不順利。實習(xí)教師普遍會遭遇現(xiàn)實震撼,他們不知道如何正確認(rèn)知自己的教學(xué)能力,也不知道如何解決遇到的現(xiàn)實問題。甚至有實習(xí)教師因為在實習(xí)過程中遭遇困境與無助而產(chǎn)生了不想當(dāng)老師的念頭。如何指導(dǎo)實習(xí)教師解決遇到的困難與問題,如何幫助實習(xí)教師順利完成從學(xué)生到教師的身份轉(zhuǎn)換,這是擺在教師教育工作者面前的一項重要任務(wù)�；谏鲜霰尘�,本研究將問題聚焦于自我導(dǎo)向型教育實習(xí)方案,并將其進(jìn)一步細(xì)化為三個具體的研究問題:1.什么樣的實習(xí)方案是有利于實習(xí)教師成長的;2.如何建構(gòu)自我導(dǎo)向型教育實習(xí)方案;3.自我導(dǎo)向型教育實習(xí)方案對實習(xí)教師學(xué)習(xí)教學(xué)產(chǎn)生了怎樣的影響。教育實習(xí)方案是教育實習(xí)的課程方案,評價和支持是實習(xí)方案的兩個基本主題。實習(xí)教師通過獲得評價反饋和自評形成正確的自我認(rèn)知,指導(dǎo)教師根據(jù)評價的結(jié)果選擇支持策略和支持活動。支持活動的實施效果需要通過評價實習(xí)教師的表現(xiàn)得到檢驗。為了解答研究問題,本研究首先通過梳理國內(nèi)外實習(xí)教師評價標(biāo)準(zhǔn)和教師專業(yè)標(biāo)準(zhǔn),綜合教師支持的研究成果,并結(jié)合D師范大學(xué)的教育實習(xí)基本情況,建構(gòu)了自我導(dǎo)向型教育實習(xí)方案。實習(xí)方案由目標(biāo)、內(nèi)容和實施方法構(gòu)成。其中內(nèi)容部分包括教育實習(xí)評價標(biāo)準(zhǔn)、實習(xí)任務(wù)、評價和支持活動。實習(xí)方案以能夠促進(jìn)實習(xí)教師反思和發(fā)展自我導(dǎo)引的能力為理念,將評價活動和支持活動融合在一起。大學(xué)指導(dǎo)教師、實習(xí)學(xué)校指導(dǎo)教師和實習(xí)教師同伴組成支持團(tuán)隊,為實習(xí)教師提供專業(yè)評價、專業(yè)支持和情感支持。然后本研究以個案研究的方式,探析實習(xí)教師在實習(xí)方案的影響下學(xué)習(xí)教學(xué)的過程,揭示實習(xí)方案與實習(xí)教師專業(yè)發(fā)展之間的關(guān)系。研究發(fā)現(xiàn),自我導(dǎo)向型教育實習(xí)方案通過環(huán)境、同伴和指導(dǎo)教師三個要素作用于實習(xí)教師,促進(jìn)實習(xí)教師遵循“計劃——行動——反思——調(diào)節(jié)”的步驟進(jìn)行實習(xí)。以評價標(biāo)準(zhǔn)引領(lǐng)實習(xí)教師發(fā)展方向、約束實習(xí)教師的實習(xí)規(guī)劃,并且提供專業(yè)和情感支持構(gòu)成實習(xí)方案的三大支點。在自我導(dǎo)向型教育實習(xí)方案的影響下,實習(xí)教師自我反思、自定發(fā)展的步調(diào)和自主調(diào)節(jié)行動。自我導(dǎo)向型教育實習(xí)方案作為一個機(jī)制和平臺,促使實習(xí)教師發(fā)生不同于課堂學(xué)習(xí)的改變。實習(xí)教師在實踐的過程中內(nèi)化理念、實現(xiàn)社會化和擴(kuò)展綜合的實踐知識。因此,為了提高教育實習(xí)的質(zhì)量,教師教育者在計劃實習(xí)方案和指導(dǎo)實習(xí)時需要注意以下幾點:全面考慮實習(xí)的具體情境,利用方案設(shè)計彌補實習(xí)情境的不足。教師教育者要根據(jù)實習(xí)教師的個體差異選擇階梯式支持策略和支持活動,并指導(dǎo)實習(xí)教師重視理論與實踐之間的聯(lián)系。
[Abstract]:As a practical course of teacher education, the organization and implementation of teaching practice is related to the quality of teachers, while the quality of teachers is related to the quality of education in a society. However, in reality, the internship experience of the intern teachers is not always smooth. The intern teachers generally encounter reality shocks, they do not know how to correctly recognize their teaching ability, and do not know how to solve practical problems encountered. Teachers do not want to be teachers because of the difficulties and helplessness they encounter in the process of practice. How to guide the interns to solve the difficulties and problems they encounter and how to help the interns successfully complete the identity transformation from students to teachers is an important task for teachers and educators. The research focuses on the self-directed teaching practice program, and further refines it into three specific research questions: 1. What kind of practice program is conducive to the growth of intern teachers; 2. How to construct self-directed teaching practice program; 3. What kind of self-directed teaching practice program has produced for intern teachers'learning and teaching Impacts. Teaching practice program is the curriculum of teaching practice, and evaluation and support are the two basic themes of teaching practice program. Internship teachers form correct self-cognition by obtaining evaluation feedback and self-evaluation. Instructors select support strategies and activities according to the evaluation results. The implementation effect of support activities needs to be evaluated through practice. Teachers'performance is tested. To answer the research questions, this study first combs the evaluation criteria of interns and teachers' professional standards at home and abroad, synthesizes the research results of teacher support, and combines the basic situation of teaching practice in D Normal University to construct a self-directed teaching practice program. The internship program integrates evaluation activities and support activities with the concept of promoting interns'ability to reflect and develop self-guidance. The composition of University instructors, internship instructors and interns' peers. Support team provides professional evaluation, professional support and emotional support for interns. Then, this study explores the process of interns'learning and teaching under the influence of internship program by case study, reveals the relationship between internship program and professional development of interns. The three elements of context, peer and mentor act on the intern teacher, and promote the intern teacher to follow the steps of "plan-action-reflection-adjustment". Guiding the intern teacher's development direction by evaluation criteria, restraining the intern teacher's internship planning, and providing professional and emotional support constitute the three fulcrums of the internship program. Under the influence of the self-directed teaching practice program, the interns reflect on themselves, set the pace of development and self-regulate their actions. As a mechanism and platform, the self-directed teaching practice program promotes the interns to make changes different from classroom learning. The interns internalize their ideas in the process of practice, and realize socialization and socialization. Therefore, in order to improve the quality of teaching practice, teachers and educators should pay attention to the following points when planning and guiding the practice: comprehensively consider the specific situation of the practice, make up for the shortcomings of the practice situation by using the scheme design. Take strategies and support activities, and guide intern teachers to attach importance to the relationship between theory and practice.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G652.44

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