發(fā)布時(shí)間：2018-03-22 23:07

  本文選題：教師專業(yè)發(fā)展　切入點(diǎn)：專業(yè)發(fā)展階段　出處：《華東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：教師專業(yè)發(fā)展階段理論在歷經(jīng)20世紀(jì)80年代的大發(fā)展之后,開(kāi)始逐漸降溫。90年代以來(lái)系統(tǒng)的研究并不多見(jiàn),國(guó)內(nèi)的研究也基本依附于國(guó)外的研究。但20世紀(jì)90年代以來(lái),在后現(xiàn)代哲學(xué)的影響下,教育環(huán)境和教育理論都面臨著"后"的轉(zhuǎn)型。在這樣的理論和實(shí)踐雙重巨變的背景之下,教師專業(yè)發(fā)展階段理論的研究卻一直停滯不前,已經(jīng)無(wú)法承載理論和實(shí)踐研究變革的雙重使命。通過(guò)對(duì)現(xiàn)有的三種教師專業(yè)發(fā)展取向的分析,本文認(rèn)為教師專業(yè)發(fā)展將走向第四種取向即"交往-關(guān)懷"取向。教師后專業(yè)發(fā)展階段命題的提出正是基于教師專業(yè)發(fā)展的"交往-關(guān)懷"取向。教師后專業(yè)發(fā)展階段論是立足于交往行為理論和關(guān)懷倫理學(xué)的后現(xiàn)代哲學(xué)立場(chǎng),以教師"專業(yè)交往意識(shí)"為新的劃分標(biāo)準(zhǔn)對(duì)教師的專業(yè)發(fā)展階段理論進(jìn)行后現(xiàn)代化重構(gòu)。本文主要回答的四個(gè)核心問(wèn)題是:教師后專業(yè)發(fā)展階段的本質(zhì)即核心劃分標(biāo)準(zhǔn)、理念和內(nèi)容是什么?教師后專業(yè)發(fā)展階段的教師專業(yè)發(fā)展過(guò)程是什么?教師后專業(yè)發(fā)展階段的影響因素是什么?教師后專業(yè)發(fā)展階段的具體方法和對(duì)策是什么?本研究在方法論層次上采用的是定性的研究方法,在主要的方法層次上采用的是文獻(xiàn)研究法,通過(guò)對(duì)相關(guān)文獻(xiàn)的分析和歸納來(lái)解釋教師后專業(yè)發(fā)展階段,為整個(gè)究奠定了堅(jiān)實(shí)的理論基礎(chǔ)。同時(shí),本研究又通過(guò)文獻(xiàn)檢索法搜集相關(guān)文獻(xiàn),通過(guò)訪談?wù){(diào)查法對(duì)義務(wù)教育階段公立學(xué)校的教師進(jìn)行深入的訪談為研究提供了理論和實(shí)踐的支持。20世紀(jì)90年代以來(lái),教師專業(yè)理論和情境面臨著"后"的轉(zhuǎn)型,提出教師后專業(yè)發(fā)展階段的研究是非常必要的。通過(guò)對(duì)教師專業(yè)發(fā)展取向的分析發(fā)現(xiàn)教師后專業(yè)發(fā)展階段是基于"交往-關(guān)懷"的專業(yè)發(fā)展取向。在"交往-關(guān)懷"新取向下,教師后專業(yè)發(fā)展階段面臨著劃分標(biāo)準(zhǔn)、基本理念、基本內(nèi)容的重構(gòu)。本文以哈貝馬斯的交往行為理論、關(guān)懷倫理學(xué)以及教師后專業(yè)發(fā)展理論為理論基礎(chǔ),提出將教師"專業(yè)交往意識(shí)"作為教師后專業(yè)發(fā)展階段劃分的新標(biāo)準(zhǔn)。在對(duì)現(xiàn)代化的教師專業(yè)發(fā)展階段理念解構(gòu)基礎(chǔ)上,提出教師后專業(yè)發(fā)展階段的基本理念即教師的人性假設(shè)是從"獨(dú)立人"到"交往人";教師專業(yè)建構(gòu)從"自我"到"互動(dòng)",教師專業(yè)價(jià)值追求從"個(gè)體價(jià)值"到"公共價(jià)值"。通過(guò)對(duì)教師后專業(yè)發(fā)展階段的內(nèi)容進(jìn)行重新認(rèn)定,發(fā)現(xiàn)在教師后專業(yè)發(fā)展階段中教師專業(yè)知識(shí)面臨著從"認(rèn)識(shí)域"到"言語(yǔ)域"的轉(zhuǎn)型,專業(yè)能力面臨著從"重主體"到"重關(guān)系"轉(zhuǎn)型,專業(yè)倫理面臨著從"唯理性"到"關(guān)懷性"的轉(zhuǎn)型。依照新的專業(yè)發(fā)展階段的劃分標(biāo)準(zhǔn)、理念和內(nèi)容,本文將教師后專業(yè)發(fā)展階段的過(guò)程劃分為三個(gè)階段,分別是"規(guī)范化交往"階段、"自我中心交往"階段以及"關(guān)懷交往"階段。在教師后專業(yè)發(fā)展階段中,從"規(guī)范化交往"階段到"關(guān)懷交往"階段的跨越受到許多因素的影響,主要包含內(nèi)外兩個(gè)層面。其中,最主要的障礙因素是教師專業(yè)交往意識(shí)和能力的不足,學(xué)校專業(yè)交往組織、制度以及平臺(tái)的缺乏,社會(huì)中專業(yè)交往渠道和價(jià)值期待的滯后。作為一種新的教師專業(yè)發(fā)展階段理論,教師后專業(yè)發(fā)展階段有其新的專業(yè)發(fā)展方法即個(gè)體專業(yè)交往方法和群體專業(yè)交往的方法�；谥饕恼系K因素分析和專業(yè)交往方法的探索,教師后專業(yè)發(fā)展階段目標(biāo)實(shí)現(xiàn)的對(duì)策主要是培養(yǎng)教師的專業(yè)交往意識(shí)和能力,在學(xué)校中建立教師專業(yè)交往的制度、平臺(tái)以及營(yíng)造專業(yè)交往的環(huán)境,社會(huì)提供專業(yè)交往的政策保障、改革教師培養(yǎng)制度和重塑社會(huì)文化。同時(shí),這三個(gè)方面對(duì)策的實(shí)現(xiàn)可能存在個(gè)人對(duì)專業(yè)交往價(jià)值認(rèn)識(shí)不清、學(xué)校中專業(yè)交往的建構(gòu)不清以及社會(huì)中對(duì)教師專業(yè)交往實(shí)現(xiàn)的經(jīng)濟(jì)保障不足的困難。但個(gè)人對(duì)教師專業(yè)發(fā)展的重視,學(xué)校中組織結(jié)構(gòu)的民主化以及教師專業(yè)組織的初步發(fā)展,社會(huì)中國(guó)家政策的支持、現(xiàn)代教育技術(shù)的發(fā)展及多元開(kāi)放的文化環(huán)境都為這些困難的解決提供了保障性的條件。
[Abstract]:Teachers' professional development stage theory after the big development after 1980s, the research began to cool since.90 system is rare, the domestic research is basically dependent on foreign countries. But since 1990s, the influence of postmodern philosophy, educational environment and educational theory is faced with "post" in transition. The theory and practice of double changes of the background of teacher professional development stage theory has been stagnant, the dual mission has been unable to carry the theory and Practice on the reform. Based on the analysis of the existing three kinds of teachers' professional development orientation, this paper thinks that the teachers' professional development will lead to fourth kinds of orientation that is "communication - care" orientation the teacher put forward. After the proposition of the professional development stage is the "communication - care" on the orientation of teachers' professional development. Teachers' professional development stage is based on The theory of communicative action and caring ethics of the post-modern philosophy standpoint, to teachers "professional consciousness of communication" as the new standard of the teachers' professional development stage theory of Post Modernization reconstruction. The four core problems of the main answer is: teacher professional development stage is the core essence of the division standard, what is the concept and content? What is the teachers' professional development stage of teachers' professional development process? What are the influence factors of the professional development stage of teachers? What is the specific methods and Countermeasures of the professional development stage of teachers? In this study, the methodology level adopts the qualitative research method, the main method at the level of the literature research method, to explain the development of professional teachers through the analysis and summary of related literature, has laid a solid theoretical foundation for the whole research. At the same time, this study, through literature. Cable method to collect relevant literature since the interview on the stage of compulsory education public school teachers in-depth interviews to provide theoretical and practical support for the research of.20 in 90s, the teachers' professional theory and situation faced "after" transformation, proposed the teacher after college of industry development stage through is very necessary. Analysis on Teachers' professional development orientation in the development stage of professional teachers is found after the "communication - care" professional development orientation. Based on the "communication - care" new take down, after the teacher professional development stage facing the division standard, the basic idea, the basic content of the reconstruction. This paper takes Habermas's Theory of communicative action, and the ethics of care teacher professional development theory, the teachers "professional consciousness of communication" as the teacher professional development phases of the new standard. In the teachers' professional of modernization The development stage of the deconstruction basis, put forward basic idea of teacher professional development stage of teachers is the hypothesis of human nature from "independent" to "communication"; teachers' professional construction from "self" to "interaction", teachers' professional value pursuit from "individual value" to "public value" re identified. Based on the development stage of professional teachers after the content found in teacher professional development stage of teachers professional knowledge faces from "knowledge" to "transition words register", the professional ability of facing from the "main body" to "heavy" transformation, professional ethics is facing the transition from "rationality" to "caring". According to the new classification standards of the professional development stage, concept and content, the teacher professional development stage of the process is divided into three stages, respectively is the "stage of standardization of communication", "self center communication" stage and "caring interaction" in teachers after the stage. The professional development stage, from the "standardization of communication" to concern communication across the stage is influenced by many factors, mainly includes two aspects of internal and external factors. Among them, the main obstacle is the lack of teachers' professional communication consciousness and ability, professional school communication organization, lack of system and platform, professional lag communication channels and the value expectation of society. As a new teacher professional development stage theory, development stage of professional teachers after the new professional development method of individual professional communication methods and professional communication. To explore the main obstacle factor analysis and professional communication method based on the strategies of teachers' professional development goals after the stage the main is to cultivate teachers' professional awareness and communication ability, establish teacher professional association in the school system, the platform and the environment to create professional communication, society Security policy of professional contacts, and reshape the social cultural system reform of teacher training. At the same time, the implementation of these three aspects countermeasures may have personal knowledge of professional communication is not clear, the construction of professional communication in the school is not clear and the society of teachers' professional communication to realize economic security problems. But people pay more attention to the teacher professional development, preliminary development in the school organization structure of democratization and teacher professional organization, China policy support of the community, provide a guarantee of the conditions for the development of modern educational technology and open and pluralistic cultural environment for solving these difficulties.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G451

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