【摘要】： 面對新的時(shí)代、新的教育理念和教育行為,廣大中小學(xué)教師面臨著巨大挑戰(zhàn)。如何應(yīng)對挑戰(zhàn),根本策略之一就是促進(jìn)教師的專業(yè)發(fā)展,即提升教師的專業(yè)素質(zhì)。以此為出發(fā)點(diǎn)和落腳點(diǎn),本文以教師專業(yè)素質(zhì)為論題,通過實(shí)踐分析和理論闡釋兩個(gè)維度的探索,著力解決教師專業(yè)素質(zhì)形成與發(fā)展過程中所涉及的基礎(chǔ)理論問題,并有針對性地對制約教師專業(yè)素質(zhì)提升的重大問題進(jìn)行反思,進(jìn)而提出有效的解決策略。旨在為我國教師教育人才培養(yǎng)模式的改革奠定堅(jiān)實(shí)的理論基礎(chǔ)、提供真實(shí)的實(shí)踐模式,為促進(jìn)教師的專業(yè)成長梳理出一個(gè)清晰的思路。 教師專業(yè)素質(zhì)即教師從事教師職業(yè)所應(yīng)必備的基礎(chǔ)性和通識性素質(zhì)。隨著我國開放、多元教師教育體系的建立、教師教育院校人才培養(yǎng)模式的改革、教師繼續(xù)教育工程的全面啟動(dòng),教師實(shí)然狀態(tài)下的職業(yè)道德、教育觀念、知識結(jié)構(gòu)、能力結(jié)構(gòu)等基礎(chǔ)性素質(zhì)普遍得到提高。但與應(yīng)然的教師專業(yè)素質(zhì)要求還有較大差距。未來教師或理想教師的素質(zhì)構(gòu)成應(yīng)包括教育思想、知識結(jié)構(gòu)、能力結(jié)構(gòu)和專業(yè)情意等四個(gè)方面的素質(zhì)特征,其每一個(gè)要素都由若干因子構(gòu)成,它們之間相互作用、彼此制約,構(gòu)成了完整的教師專業(yè)素質(zhì)結(jié)構(gòu)。 教師專業(yè)特質(zhì),是在教師一般專業(yè)素質(zhì)基礎(chǔ)上凝聚、升華或重新生成的特殊專業(yè)素養(yǎng)和品質(zhì),是構(gòu)成教師專業(yè)結(jié)構(gòu)中不可或缺的要素,是教師專業(yè)中所特有的穩(wěn)固的職業(yè)品質(zhì),是將教師專業(yè)同其他專業(yè)區(qū)別開來的核心品質(zhì)。探討教師的專業(yè)特質(zhì),前提是教師職業(yè)是否具有專業(yè)屬性。本文從教師的社會功能、專業(yè)理論與專業(yè)技能、專業(yè)發(fā)展制度、專業(yè)自主權(quán)和專業(yè)組織等維度,從學(xué)理上認(rèn)定專業(yè)化是教師職業(yè)的性質(zhì)和發(fā)展趨勢。據(jù)此,本文認(rèn)為教師專業(yè)素質(zhì)體系中,教師教育思想系統(tǒng)中的教育理念、教師知識結(jié)構(gòu)系統(tǒng)中的學(xué)科教學(xué)知識、教師能力結(jié)構(gòu)系統(tǒng)中的教學(xué)監(jiān)控能力、教師專業(yè)情意系統(tǒng)中的專業(yè)精神和自我專業(yè)發(fā)展意識以及集各種要素之大成的教育智慧等品質(zhì)具有教師專業(yè)特質(zhì)的規(guī)定性。這是本文研究的重點(diǎn)和難點(diǎn)之一。 本文從影響因素的分析和規(guī)律的認(rèn)識與把握兩個(gè)視角闡釋了教師專業(yè)素質(zhì)的形成與發(fā)展問題。首先,從影響因素的角度,不同維度對影響因素的分析都是基于不同的假設(shè)和思想背景,說明影響教師專業(yè)素質(zhì)形成與發(fā)展的因素是多方面的。本文依據(jù)對教師的工作分析和對一些專家型教師的成長過程的研判,認(rèn)為人格、行為、環(huán)境是影響教師專業(yè)素質(zhì)形成與發(fā)展的主要因素,“三位一體”共同規(guī)約著教師的成長與發(fā)展。其次,從對規(guī)律的認(rèn)識和把握角度,本文認(rèn)為教師專業(yè)素質(zhì)的形成與發(fā)展受個(gè)體一般素質(zhì)發(fā)展水平的制約;教師專業(yè)素質(zhì)的形成與發(fā)展是教師專業(yè)素質(zhì)的實(shí)體系統(tǒng)、動(dòng)力系統(tǒng)和監(jiān)控系統(tǒng)的同構(gòu)與整和的過程;教師專業(yè)素質(zhì)的形成與發(fā)展是漸進(jìn)累積式發(fā)展與跨越突變式發(fā)展的統(tǒng)一過程;教師專業(yè)素質(zhì)的形成與發(fā)展是一個(gè)實(shí)踐與反思相互循環(huán),層次不斷深化的過程;教師專業(yè)素質(zhì)的形成與發(fā)展是一個(gè)主體不斷開發(fā)利用內(nèi)、外部資源和條件,進(jìn)行優(yōu)勢整合的過程。這五個(gè)方面可以作為教師成長與發(fā)展的規(guī)律性的認(rèn)識,在教師教育的具體實(shí)踐中加以把握和遵循。這是本文研究的另一個(gè)核心和重點(diǎn)問題。 理論研究應(yīng)該指向?qū)ΜF(xiàn)實(shí)的批判與建構(gòu),理論永遠(yuǎn)是指向?qū)嵺`的。為此本文最后一章基于對教師專業(yè)素質(zhì)的實(shí)踐認(rèn)知和學(xué)理分析,認(rèn)為教師觀念、職前培養(yǎng)和職后培訓(xùn)以及環(huán)境中存在的諸多誤區(qū)是對教師專業(yè)成長與發(fā)展的最大障礙。而更新觀念,明確教師自身的專業(yè)地位,走自主發(fā)展之路;統(tǒng)整職前培養(yǎng)和職后培訓(xùn),創(chuàng)新教師教育人才培養(yǎng)模式;優(yōu)化外部保障,創(chuàng)設(shè)良好的組織、制度和精神環(huán)境是當(dāng)今歷史條件下促進(jìn)并優(yōu)化教師專業(yè)素質(zhì)形成與發(fā)展的有效路徑。
[Abstract]:Facing the new era, the new educational concept and the educational behavior, the primary and middle school teachers face a great challenge. How to deal with the challenge, one of the fundamental strategies is to promote the professional development of the teacher, that is, to improve the professional quality of the teacher. Taking this as the starting point and the falling point, this paper, based on the professional quality of the teachers, tries to solve the basic theory problems involved in the process of the formation and development of the professional quality of the teachers through the practice analysis and the theoretical explanation of the two dimensions. In addition, the author reconsiders the major problems that restrict the improvement of the professional quality of the teachers, and then puts forward an effective solution to the problem. The aim of this paper is to lay a solid theoretical foundation for the reform of the training model of the teacher education in our country, to provide the real mode of practice, and to make a clear idea for promoting the professional development of the teachers. The Teacher's Professional Quality, the Basic and the Understanding of the Teacher's Work in the Teacher's Profession With the opening of our country, the establishment of the multi-teacher education system, the reform of the talent training mode of the teacher education institution, the teacher's continuing education project's comprehensive start-up, the professional ethics, the education concept, the knowledge structure and the ability structure under the condition of the teacher are generally obtained to improve. But there is also a great demand for professional quality of the teachers The quality of future teachers or ideal teachers should be composed of four aspects, such as education thought, knowledge structure, ability structure and professional feeling, each of which is composed of a number of factors which interact with each other The restriction of the whole teacher's professional quality The specialty of the teacher is the special professional quality and quality which is condensed, sublimed or regenerated on the basis of the general professional quality of the teacher, which is an indispensable element in the professional structure of the teacher, and is the characteristic of the teacher's specialty. The professional quality of the teacher is to distinguish the teacher's specialty from the other. The core quality of the teacher is to explore the professional character of the teacher, provided that the teacher's occupation In this paper, from the aspects of the social function, the professional theory and the professional skill, the professional development system, the professional autonomy and the professional organization of the teacher, it is determined that the professionalization is the nature of the teacher's occupation. Based on this, the author thinks that in the system of teacher's professional quality, the education idea in the system of teacher's education, the knowledge of the subject teaching in the system of the teacher's knowledge structure, the teaching in the system of teacher's ability structure The quality of the professional spirit and the self-professional development consciousness in the system of learning and monitoring, the professional spirit of the teacher and the development consciousness of the self-discipline, and the great value of the various factors, such as the teacher's specialty. Qualitative and qualitative. This is the focus of this paper. This paper expounds the professional quality of the teachers from two perspectives: the analysis of the influence factors and the understanding of the law and the grasping of the two perspectives First, from the angle of the influence factor, the analysis of the influence factors in different dimensions is based on the different hypothesis and the ideological background, which illustrates the formation and development of the teacher's professional quality. The paper, based on the analysis of the work of the teachers and the study of the process of the development of some expert teachers, is of the view that the personality, the behavior and the environment are the main factors that influence the formation and development of the professional quality of the teachers, and the 鈥渢rinity鈥，

本文編號：2424011