指向教師專業(yè)素養(yǎng)的教師研修課程研究
發(fā)布時間：2018-08-19 18:07
【摘要】：形成和提升教師專業(yè)素養(yǎng)是教師教育的核心任務,其中在職教師研修成為提升教師專業(yè)素養(yǎng)的重要途徑。然而,當前教師研修課程在滿足教師的實踐需求、順應教師學習特點、提升教師研修實效等方面還存在問題。因此,開展指向教師專業(yè)素養(yǎng)的教師研修課程研究有助于創(chuàng)新教師研修課程的內(nèi)容與實施方式,促進教師專業(yè)素養(yǎng)發(fā)展。本研究主要采用個案研究的方法,圍繞問題開展研究。以S市中小學(幼兒園)教材教法研修一體網(wǎng)絡課程建設項目為個案研究對象,對指向教師專業(yè)素養(yǎng)的教師研修課程目標、內(nèi)容、實施、評價和課程保障機制等問題進行研究。本研究首先從理智取向、實踐反思取向、生態(tài)取向等教師專業(yè)發(fā)展的取向入手分析了教師專業(yè)素養(yǎng),確立了由學科教學知識、教學技能和實踐反思能力構(gòu)成的教師專業(yè)素養(yǎng)結(jié)構(gòu)。其中,學科教學知識主要包括學科知識、學生知識、課程知識與教學策略知識;教學技能主要包括教學設計能力、組織實施能力以及作業(yè)設計與評價能力;實踐反思能力主要包括行動后反思力與行動中反思力。從自我指導學習理論、成人學習生活情境理論和嬗變學習理論三個方面探討了教師作為成人學習者的特點,提出教師研修課程應當關注教師主動學習,應當以問題情境為中心,應當關注教師合作與反思。從課程開發(fā)目標模式理論和課程共同體理論探討了教師研修課程的開發(fā)機制與模式問題。其次,通過對S市H區(qū)420名小學語文教師的問卷調(diào)查,從實然的角度考察教師專業(yè)素養(yǎng)水平及其對教師研修課程的期望與需求。調(diào)查結(jié)果表明,當前教師學科知識基礎并不堅固,促進學生有效學習的教學技能較為薄弱,教師反思缺乏對教學實踐情境的關照;實踐反思能力對教師專業(yè)素養(yǎng)提升有明顯作用;教師對解決教學實踐問題的需求很強烈;教師研修課程的實踐性和互動性不足。針對調(diào)查中發(fā)現(xiàn)的問題,提出教師研修課程要進一步關注教師專業(yè)素養(yǎng),關注成人學習需求與特點,并用研修一體的方式開發(fā)與實施課程。再次,基于理論探討和現(xiàn)狀調(diào)查,本研究以S市中小學(幼兒園)教材教法研修一體網(wǎng)絡課程建設項目為個案研究對象,探討指向教師專業(yè)素養(yǎng)的教師研修課程的目標,并設計與目標相匹配的教師研修課程內(nèi)容體系;探索以成人學習理論為指導,關注和順應作為成人學習者的教師需求和學習特點,以研修一體為特點的教師研修課程實施與評價方法,形成"現(xiàn)象思考、理論學習、案例分析和實踐反思"四個緊密關聯(lián)、層層深入的學習環(huán)節(jié)構(gòu)成的研修方式,形成指向教師改進的多元學習評價方式。并從組織體系、制度保障、質(zhì)量控制三方面探討了教師研修課程開發(fā)的保障機制,指出要推進課程開發(fā)的組織體系建設,完善基于實踐和過程的課程審議制度和課程效果評價制度以及課程支持系統(tǒng),同時加強課程開發(fā)的質(zhì)量控制。最后,通過研究,開發(fā)了一批指向教師專業(yè)素養(yǎng)的研修課程,形成了以研修一體為特點的研修課程開發(fā)方式,建立了較為有效的課程保障機制,所開發(fā)的課程在一定程度上滿足了教師的需求。最后,本研究提出了教師研修課程開發(fā)的五條建議:(1)應進一步明確教師專業(yè)素養(yǎng)結(jié)構(gòu);(2)須聚焦教學實踐問題和教師需求;(3)應將"研修一體"作為教師研修課程的實施路徑;(4)教師研修課程須采取多元評價方式;(5)應建立并健全教師研修課程開發(fā)保障機制。
[Abstract]:Forming and improving teachers'professional quality is the core task of teacher education, and in-service teacher training has become an important way to improve teachers' professional quality. However, there are still some problems in the current teacher training curriculum in meeting teachers'practical needs, adapting to teachers' learning characteristics, and improving the effectiveness of teacher training. The research on the professional quality of teachers'training course is helpful to innovate the content and implementation of the curriculum and promote the development of teachers' professional quality.This study mainly uses the method of case study to carry out research around the problem.Taking the construction project of the teaching materials and teaching methods of primary and secondary schools (kindergartens) in S city as the case study object, this paper aims at the direction. Teachers'professional qualities are studied in terms of curriculum objectives, contents, implementation, evaluation and curriculum guarantee mechanism. This study first analyzes teachers' professional qualities from the perspectives of rational orientation, practical reflection orientation, ecological orientation and other teachers'professional development orientations, and establishes the ability to reflect on subject teaching knowledge, teaching skills and practice. Among them, subject teaching knowledge mainly includes subject knowledge, student knowledge, course knowledge and teaching strategy knowledge; teaching skills mainly include teaching design ability, organization and implementation ability, homework design and evaluation ability; practical reflection ability mainly includes post-action reflection and action reflection. Self-directed learning theory, adult learning-life situation theory and transmutation learning theory discuss the characteristics of teachers as adult learners. Teachers should pay attention to teachers'active learning, take problem situation as the center, and pay attention to teachers' cooperation and reflection. Secondly, through a questionnaire survey of 420 primary school Chinese teachers in H District of S City, this paper examines teachers'professional accomplishment level and their expectations and demands for teachers' research courses from a practical point of view. The teaching skills of students'effective learning are relatively weak, and teachers' reflection is lack of concern for the teaching practice situation; practical reflection ability has obvious effect on teachers'professional accomplishment; teachers' demand for solving teaching practice problems is very strong; teachers'practice and interaction are insufficient. Further attention should be paid to teachers'professional qualities, adult learning needs and characteristics, and curriculum development and implementation should be carried out in an integrated way. Thirdly, based on theoretical discussion and current situation investigation, this study takes the construction project of teaching materials, teaching methods and research in one web-based curriculum for primary and secondary schools (kindergartens) in S city as a case study, and explores the direction for teachers. Teachers with professional qualities should study the objectives of the curriculum and design the content system of the curriculum that matches the objectives; explore the implementation and evaluation methods of the curriculum, which are guided by adult learning theory, concerned about and adapted to the needs and learning characteristics of adult learners and characterized by the integration of research and development, so as to form "phenomenal thinking, theory and so on." On Learning, Case Analysis and Practical Reflection, the "four closely related and in-depth learning links" form a multi-dimensional learning evaluation mode directed to teachers'improvement. This paper discusses the guarantee mechanism of teachers' research curriculum development from three aspects of organizational system, system guarantee and quality control, and points out that the organizational structure of curriculum development should be promoted. At the same time, the quality control of curriculum development should be strengthened. Finally, a number of training courses directed to teachers'professional qualities have been developed through the study, forming a research curriculum development mode featuring the integration of research and training, and establishing a comparison. Finally, five suggestions are put forward: (1) the structure of teachers'professional quality should be further clarified; (2) the problems of teaching practice and teachers' needs should be focused; (3) the integration of research and training should be regarded as a teacher's curriculum. The implementation path; (4) Teachers'training courses should adopt multiple evaluation methods; (5) The guarantee mechanism of teachers' training courses should be established and improved.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G451
本文編號：2192421
[Abstract]:Forming and improving teachers'professional quality is the core task of teacher education, and in-service teacher training has become an important way to improve teachers' professional quality. However, there are still some problems in the current teacher training curriculum in meeting teachers'practical needs, adapting to teachers' learning characteristics, and improving the effectiveness of teacher training. The research on the professional quality of teachers'training course is helpful to innovate the content and implementation of the curriculum and promote the development of teachers' professional quality.This study mainly uses the method of case study to carry out research around the problem.Taking the construction project of the teaching materials and teaching methods of primary and secondary schools (kindergartens) in S city as the case study object, this paper aims at the direction. Teachers'professional qualities are studied in terms of curriculum objectives, contents, implementation, evaluation and curriculum guarantee mechanism. This study first analyzes teachers' professional qualities from the perspectives of rational orientation, practical reflection orientation, ecological orientation and other teachers'professional development orientations, and establishes the ability to reflect on subject teaching knowledge, teaching skills and practice. Among them, subject teaching knowledge mainly includes subject knowledge, student knowledge, course knowledge and teaching strategy knowledge; teaching skills mainly include teaching design ability, organization and implementation ability, homework design and evaluation ability; practical reflection ability mainly includes post-action reflection and action reflection. Self-directed learning theory, adult learning-life situation theory and transmutation learning theory discuss the characteristics of teachers as adult learners. Teachers should pay attention to teachers'active learning, take problem situation as the center, and pay attention to teachers' cooperation and reflection. Secondly, through a questionnaire survey of 420 primary school Chinese teachers in H District of S City, this paper examines teachers'professional accomplishment level and their expectations and demands for teachers' research courses from a practical point of view. The teaching skills of students'effective learning are relatively weak, and teachers' reflection is lack of concern for the teaching practice situation; practical reflection ability has obvious effect on teachers'professional accomplishment; teachers' demand for solving teaching practice problems is very strong; teachers'practice and interaction are insufficient. Further attention should be paid to teachers'professional qualities, adult learning needs and characteristics, and curriculum development and implementation should be carried out in an integrated way. Thirdly, based on theoretical discussion and current situation investigation, this study takes the construction project of teaching materials, teaching methods and research in one web-based curriculum for primary and secondary schools (kindergartens) in S city as a case study, and explores the direction for teachers. Teachers with professional qualities should study the objectives of the curriculum and design the content system of the curriculum that matches the objectives; explore the implementation and evaluation methods of the curriculum, which are guided by adult learning theory, concerned about and adapted to the needs and learning characteristics of adult learners and characterized by the integration of research and development, so as to form "phenomenal thinking, theory and so on." On Learning, Case Analysis and Practical Reflection, the "four closely related and in-depth learning links" form a multi-dimensional learning evaluation mode directed to teachers'improvement. This paper discusses the guarantee mechanism of teachers' research curriculum development from three aspects of organizational system, system guarantee and quality control, and points out that the organizational structure of curriculum development should be promoted. At the same time, the quality control of curriculum development should be strengthened. Finally, a number of training courses directed to teachers'professional qualities have been developed through the study, forming a research curriculum development mode featuring the integration of research and training, and establishing a comparison. Finally, five suggestions are put forward: (1) the structure of teachers'professional quality should be further clarified; (2) the problems of teaching practice and teachers' needs should be focused; (3) the integration of research and training should be regarded as a teacher's curriculum. The implementation path; (4) Teachers'training courses should adopt multiple evaluation methods; (5) The guarantee mechanism of teachers' training courses should be established and improved.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G451
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