【摘要】：特崗教師作為一個(gè)新興的教師群體,有助于提高農(nóng)村學(xué)校教育質(zhì)量及充實(shí)農(nóng)村教師隊(duì)伍建設(shè),成為當(dāng)前教育領(lǐng)域密切關(guān)注的熱點(diǎn)。關(guān)注特崗教師專業(yè)發(fā)展的困境,促進(jìn)其專業(yè)的良性發(fā)展,是解決農(nóng)村教育問題的重點(diǎn)與核心,不僅關(guān)系到教師自身的成長與發(fā)展,還有助于改變農(nóng)村落后的教育現(xiàn)狀、提高農(nóng)村學(xué)校的教育質(zhì)量以及提升學(xué)生的整體素質(zhì),但是在調(diào)查研究中我們了解到特崗教師的專業(yè)發(fā)展存在一定的問題,加強(qiáng)和促進(jìn)特崗教師的專業(yè)發(fā)展已經(jīng)成為當(dāng)務(wù)之急。通過調(diào)研發(fā)現(xiàn):特崗教師的入職動(dòng)機(jī)不明確,專業(yè)發(fā)展的各方面能力需要加強(qiáng)和提高,專業(yè)發(fā)展途徑單一,入職培訓(xùn)缺乏保障、培訓(xùn)機(jī)會相對較少、實(shí)效性不高,自我專業(yè)發(fā)展意識的薄弱都成為影響特崗教師專業(yè)發(fā)展的限制性因素。因此本研究從宏觀和微觀角度,從政策層面、學(xué)校層面、自身層面分別探討影響延安農(nóng)村特崗教師專業(yè)發(fā)展的問題與不足,并分別提出了對應(yīng)的建議。政策層面:完善政策保障制度,優(yōu)化專業(yè)發(fā)展環(huán)境;學(xué)校層面:構(gòu)建促進(jìn)特崗教師專業(yè)發(fā)展的內(nèi)部系統(tǒng);自身層面:提高特崗教師的專業(yè)認(rèn)同感,增強(qiáng)自我專業(yè)發(fā)展意識,并且在每個(gè)層面又詳細(xì)劃分了對策建議。本研究的目的在于應(yīng)用教師專業(yè)發(fā)展的基本理念,通過文獻(xiàn)分析法、訪談法、問卷調(diào)查法等研究方法,客觀反映特崗教師專業(yè)發(fā)展的真實(shí)情況。通過考察延安市特崗教師專業(yè)發(fā)展的現(xiàn)狀,分析問題原因,期望能進(jìn)一步加強(qiáng)農(nóng)村特崗教師隊(duì)伍建設(shè)、促進(jìn)特崗教師的專業(yè)發(fā)展。
[Abstract]:As a new group of teachers, special teachers help to improve the quality of rural school education and enrich the construction of rural teachers, and become the focus of close attention in the field of education. Paying attention to the predicament of professional development of special teachers and promoting the benign development of their specialties is the focus and core of solving the problem of rural education, which is not only related to the growth and development of teachers themselves, but also helps to change the present situation of backward education in rural areas, improve the quality of education in rural schools and improve the overall quality of students. However, in the investigation and research, we understand that there are some problems in the professional development of special teachers. It has become an urgent task to strengthen and promote the professional development of special teachers. Through the investigation, it is found that the induction motivation of special teachers is not clear, the ability of professional development needs to be strengthened and improved, the way of professional development is single, the induction training is lack of guarantee, the training opportunities are relatively few, the effectiveness is not high, and the weak consciousness of self-professional development has become the restrictive factors that affect the professional development of special teachers. Therefore, from the macro and micro point of view, from the policy level, the school level, and their own level, this study discusses the problems and shortcomings that affect the professional development of rural special teachers in Yan'an, and puts forward the corresponding suggestions. Policy level: perfect the policy guarantee system and optimize the professional development environment; at the school level: construct the internal system to promote the professional development of special teachers; at the self level: improve the professional identity of special teachers, enhance the awareness of self-professional development, and divide the countermeasures and suggestions in detail at each level. The purpose of this study is to objectively reflect the real situation of the professional development of special post teachers by applying the basic concept of teachers' professional development, through literature analysis, interview, questionnaire survey and other research methods. Based on the investigation of the present situation of the professional development of special teachers in Yan'an City, this paper analyzes the causes of the problems, and hopes to further strengthen the construction of the contingent of special teachers in rural areas and promote the professional development of special teachers.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G525.1

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