發(fā)布時(shí)間：2018-01-08 05:12

  本文關(guān)鍵詞：蘇格蘭初任教師入職教育計(jì)劃研究　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 蘇格蘭 初任教師 初任教師入職教育計(jì)劃

【摘要】：隨著21世紀(jì)知識經(jīng)濟(jì)的發(fā)展和信息時(shí)代的到來,國際競爭日趨激烈,而終身教育思潮和教師專業(yè)發(fā)展的研究也在不斷深入和完善,使世界各國都在積極探索和尋求教師專業(yè)發(fā)展的途徑和方法,以便更好地構(gòu)建教師教育體系一體化。在教師教育體系中,入職教育是職前培養(yǎng)和在職進(jìn)修的中間環(huán)節(jié),它還是初任教師專業(yè)發(fā)展的重要階段。在入職期內(nèi),初任教師能否順利實(shí)現(xiàn)由臨時(shí)注冊教師到完全注冊教師的轉(zhuǎn)變,不僅影響著他們的職業(yè)傾向和職業(yè)持久性,還會影響到他們的從業(yè)熱情和未來的專業(yè)發(fā)展模式,進(jìn)而決定他們成為什么樣的教師。蘇格蘭對入職教育的重視已成為地區(qū)特色,而初任教師入職教育計(jì)劃已成為蘇格蘭最成功的教育計(jì)劃之一。本研究通過對蘇格蘭初任教師入職教育計(jì)劃的出臺背景、結(jié)構(gòu)體系以及其實(shí)施過程中的成效與問題的分析與研究,來幫助初任教師實(shí)現(xiàn)個(gè)人成長和專業(yè)發(fā)展,最后通過對入職教育計(jì)劃特征的總結(jié),針對我國的的入職教育現(xiàn)狀提出借鑒與啟示。本研究主要包括以下六個(gè)部分:第一部分是導(dǎo)論,主要闡述本研究的選題緣由,對相關(guān)概念進(jìn)行界定,分析該問題的研究現(xiàn)狀,并對研究思路與研究方法做簡要說明。第二部分闡述蘇格蘭初任教師入職教育計(jì)劃的出臺背景,主要包括教師專業(yè)發(fā)展理論的影響、提升初任教師勝任能力的現(xiàn)實(shí)要求以及政府對入職教育的重視三方面;第三部分論述了蘇格蘭初任教師入職教育計(jì)劃以提高初任教師入職教育質(zhì)量、促進(jìn)初任教師專業(yè)能力的發(fā)展并對初任教師的入職工作表現(xiàn)進(jìn)行評估為目標(biāo),以為初任教師提供時(shí)間和資金保障、制定相應(yīng)的應(yīng)急系統(tǒng)及自動(dòng)放棄選擇權(quán)的賠償系統(tǒng)為主要內(nèi)容,以支持者會議、觀察教學(xué)和專業(yè)發(fā)展計(jì)劃為主要的組織形式;第四部分是蘇格蘭初任教師入職教育計(jì)劃的實(shí)施,主要包括教師入職教育計(jì)劃的實(shí)施流程,實(shí)施的主體如蘇格蘭普通教學(xué)專業(yè)委員會、各地方教育當(dāng)局、校長及指導(dǎo)教師及初任教師等,并規(guī)定了其各自的職責(zé),實(shí)施的評價(jià)標(biāo)準(zhǔn)有《注冊教師標(biāo)準(zhǔn)》和《教師職業(yè)行為準(zhǔn)則》,還有校長及指導(dǎo)教師等人員的評價(jià)、課堂的觀察以及臨時(shí)檔案和終期檔案評價(jià)三種評價(jià)方式;第五部分對蘇格蘭初任教師入職教育計(jì)劃的實(shí)施成效與問題進(jìn)行分析論證;第六部分運(yùn)用比較法,通過分析蘇格蘭初任教師入職教育計(jì)劃的基本經(jīng)驗(yàn)及我國初任教師入職培訓(xùn)的現(xiàn)狀,為我國完善入職教育培訓(xùn)體系提供借鑒。
[Abstract]:With the development of knowledge economy in 21th century and the arrival of information age, the international competition is becoming more and more intense, and the research of lifelong education and teachers' professional development is also deepening and perfecting. So that all countries in the world are actively exploring and seeking ways and means of professional development of teachers in order to better build the integration of teacher education system in the teacher education system. Induction education is the intermediate link between pre-service training and in-service learning. It is also an important stage of the professional development of new teachers. Whether the initial teachers can smoothly realize the transition from temporary registered teachers to fully registered teachers will not only affect their career tendency and career persistence, but also affect their enthusiasm and future professional development model. And then decide what kind of teachers they become. Scotland's emphasis on entry education has become a regional feature. The initial teacher entry Education Scheme has become one of the most successful education plans in Scotland. The structural system and the results and problems in its implementation are analyzed and studied to help the newly appointed teachers achieve personal growth and professional development. Finally, the characteristics of the on-boarding education plan are summarized. This research mainly includes the following six parts: the first part is the introduction, mainly explains the reason of this research, and defines the related concepts. This paper analyzes the current situation of the research, and makes a brief explanation of the research ideas and research methods. The second part describes the background of the introduction of the Scottish initial teacher education plan, mainly including the impact of the theory of teacher professional development. The practical requirements of improving the competence of the new teachers and the emphasis of the government on the entry education; The third part discusses the goal of Scottish initial teachers' entry education plan to improve the quality of initial teachers' entry education, to promote the development of new teachers' professional ability and to evaluate the starting teachers' job performance. To provide time and financial security for the new teachers, to formulate the corresponding emergency response system and automatic waiver of the right to choose compensation system as the main content, to support the meeting. Observation of teaching and professional development programs are the main forms of organization; The 4th part is the implementation of the initial teachers' entry education plan in Scotland, which mainly includes the implementation process of the teachers' entry education plan, such as the Scottish General Teaching Professional Committee and the local education authorities. Principals, teachers and new teachers, and so on, and their respective responsibilities, the implementation of the evaluation standards are "registered teacher Standards" and "Code of Professional Conduct of Teachers", as well as principals and guidance of teachers and other personnel evaluation. Classroom observation and the evaluation of temporary and final archives; Part 5th analyzes and demonstrates the effectiveness and problems of the implementation of the initial teachers' entry education plan in Scotland. In the 6th part, by analyzing the basic experience of the initial teachers' entry education plan in Scotland and the present situation of the initial teachers' entry training in our country, the author provides a reference for improving the system of the entry education and training in our country.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G451

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