本文選題：教師信念　切入點(diǎn)：文化生成　出處：《西南大學(xué)》2009年博士論文　論文類型：學(xué)位論文

【摘要】： 隨著對(duì)教學(xué)工作復(fù)雜性認(rèn)識(shí)的增加和教學(xué)研究范式的轉(zhuǎn)向,教師信念成為全球教師教育、教師專業(yè)發(fā)展研究領(lǐng)域頗受關(guān)注的主題之一。所謂教師信念,是指教師在教育教學(xué)交往與實(shí)踐活動(dòng)中,通過(guò)對(duì)主體間交互作用的行為反思,反映出教師對(duì)知識(shí)的理解、情感的領(lǐng)悟以及生命的體驗(yàn),同時(shí)也是對(duì)教學(xué)行為與實(shí)施、教師個(gè)體認(rèn)識(shí)與專業(yè)發(fā)展、乃至教育文化與生命幾者之間價(jià)值和意義關(guān)系的深刻解讀和重構(gòu)。作為人生信念體系中重要的組成部分,教師信念根植于教師自身教學(xué)實(shí)踐基礎(chǔ)上,是文化和習(xí)慣在教師個(gè)人心智結(jié)構(gòu)中價(jià)值觀念的體現(xiàn),是教師對(duì)自身生命意義的理解和體驗(yàn)、自我價(jià)值的追尋和提升。 與國(guó)外相比,我國(guó)有關(guān)教師信念的研究時(shí)間相對(duì)較晚,已有研究成果相對(duì)較少,尤其缺乏從文化視角對(duì)教師信念進(jìn)行系統(tǒng)深入地研究。為此,本研究擬對(duì)教師信念作文化分析與探討,以期進(jìn)一步充實(shí)豐富教師專業(yè)發(fā)展的相關(guān)理論,揭示教師自身成長(zhǎng)的內(nèi)在源動(dòng)力和生成機(jī)制,從而為教師專業(yè)發(fā)展提供一定的幫助和指導(dǎo)。 本研究在梳理教師信念的內(nèi)涵特征、結(jié)構(gòu)層次、發(fā)展階段等基本問(wèn)題的基礎(chǔ)上,分析了教師信念的文化品格所在,探討了其對(duì)于教師專業(yè)成長(zhǎng)、自身改變的重要價(jià)值與意義。研究者通過(guò)采用自編教師信念問(wèn)卷和深度訪談的方式,運(yùn)用量化分析和質(zhì)性研究相結(jié)合的方法,對(duì)教師信念的現(xiàn)實(shí)困境與問(wèn)題進(jìn)行了分析,結(jié)果發(fā)現(xiàn)：目前我國(guó)中小學(xué)教師信念的生成、發(fā)展和完善,狀況憂過(guò)于喜,在意識(shí)、觀念等方面都存在著一定的缺失,究其原因,一是當(dāng)代文化影響到教師信念的價(jià)值取向,使其與教師實(shí)踐行為之間聯(lián)系并不充分；二是教師信念發(fā)展階段中出現(xiàn)的危機(jī)化、固化等,還不足以應(yīng)對(duì)教師專業(yè)發(fā)展要求的挑戰(zhàn)。 針對(duì)上述問(wèn)題,本研究著重從文化學(xué)的視角對(duì)教師信念的內(nèi)外部影響因素、生成機(jī)制以及行為策略方面進(jìn)行了探討,認(rèn)為：教師信念的正向建構(gòu)、發(fā)展和完善,是為了達(dá)到技術(shù)理性、價(jià)值理性與審美理性之間的平衡,是教師專業(yè)發(fā)展成為合目的性和合規(guī)律性的統(tǒng)一體�？茖W(xué)合理的教師信念的形成和發(fā)展,應(yīng)由教師主動(dòng)尋求自我改變,通過(guò)自我反思,激發(fā)教師的主體意識(shí)；通過(guò)教師工作坊的建立,增進(jìn)教師間的對(duì)話與合作,引導(dǎo)教師逐步形成正向科學(xué)的教育信念,從而為有效的教育教學(xué)實(shí)踐行為的踐行奠定內(nèi)在的基礎(chǔ)；同時(shí),學(xué)校應(yīng)建構(gòu)人本化的學(xué)校文化,鼓勵(lì)教師積極融入學(xué)校文化,在校本培訓(xùn)中發(fā)展和完善教師信念；注重與大學(xué)的伙伴協(xié)作,共同支持與引領(lǐng)教師信念的完善。 全文共分六個(gè)部分： 導(dǎo)論介紹本研究的選題緣由,歸整、分析和評(píng)述國(guó)內(nèi)外有關(guān)教師信念的研究現(xiàn)狀,闡釋研究的意義、思路與方法。 第一章教師信念的意涵解析。通過(guò)對(duì)教師信念內(nèi)涵特征的闡釋,以及教師信念結(jié)構(gòu)與發(fā)展層次的梳理,探討教師信念與教師專業(yè)發(fā)展、自身改變之間的聯(lián)系與意義。 第二章教師信念的文化品格分析。通過(guò)對(duì)教師信念的價(jià)值取向、觀念導(dǎo)向以及行為標(biāo)向三個(gè)維度的文化品格分析,從時(shí)代精神、人文精神以及文化生成方面闡述了教師信念的價(jià)值旨?xì)w,認(rèn)為教師信念的觀念導(dǎo)向應(yīng)是達(dá)成教化、養(yǎng)成智慧和完善人格,其在教師信念的行為標(biāo)向方面表現(xiàn)為教學(xué)效能的提升。 第三章教師信念的現(xiàn)實(shí)困境及影響因素分析。通過(guò)文獻(xiàn)分析、問(wèn)卷調(diào)查與深度訪談,了解我國(guó)中小學(xué)教師信念現(xiàn)狀,探討其存在的主要問(wèn)題,從歷史和現(xiàn)實(shí)出發(fā),分析問(wèn)題產(chǎn)生原因,并依據(jù)調(diào)查結(jié)果,探尋教師信念的外顯與內(nèi)隱影響因素。 第四章教師信念的生成機(jī)制探析。教師信念的生成,需要內(nèi)外部各影響因素的合力。筆者認(rèn)為,社會(huì)文化、教師自身人生歷程對(duì)教師信念的引領(lǐng),國(guó)家政策及學(xué)校文化對(duì)教師信念的保障以及教師自身教學(xué)行為對(duì)其信念的支持都是教師信念正向發(fā)展的機(jī)制表現(xiàn)形式。 第五章教師信念的行為策略探析。教學(xué)行為是教師教學(xué)信念的外在顯現(xiàn)。在對(duì)教師信念生成機(jī)制的分析基礎(chǔ)之上,提出教師信念生成、發(fā)展與完善的具體對(duì)策：培養(yǎng)教師反思意識(shí),書(shū)寫(xiě)教師個(gè)人生活史；建立教師工作坊,增進(jìn)教師間、師生間的合作與對(duì)話；鼓勵(lì)教師融入學(xué)校文化,進(jìn)行校本培訓(xùn)；注重與大學(xué)的伙伴協(xié)作,共同支持與引領(lǐng)教師信念的完善；等等。
[Abstract]:With the turn of the complexity of a growing understanding of the teaching work and teaching research, teachers' beliefs become the global theme of teacher education, teacher professional development research field of popular concern. The teachers' beliefs, refers to the communication between teachers in teaching and practice, through the reflection on the main behavior of the interaction between teachers, reflect the understanding of knowledge, feeling and life experience, but also on the teaching behavior and implementation, teachers' individual knowledge and professional development, profound interpretation and reconstruction of the value and significance of the relationship between education and culture and the life of several persons. As an important part of life belief system, teacher beliefs rooted in Teachers' teaching practice based on the culture and habits is reflected in their own mental structure of values, teachers' understanding and experience to their own meaning of life, self price The pursuit and promotion of values.
Compared with foreign countries, China's research on Teachers' beliefs about time relatively late, the existing research results is relatively small, especially the lack of systematic and in-depth research on Teachers' beliefs from the perspective of culture. Therefore, the study of teacher change. Analysis and discussion, in order to further enrich the related theories enrich the professional development of teachers, teachers reveal the intrinsic dynamic and generative mechanism, so as to provide some help and guidance for teachers' professional development.
The study on the connotation of teachers' beliefs in combing the characteristics, structure, development stage and other basic problems, analyzes the cultural character of the teachers' beliefs, discusses the professional growth of teachers, the value and significance of its change. The questionnaire of teachers' beliefs questionnaire and depth interviews, using quantitative method analysis and qualitative research combined with the practical difficulties of teachers' beliefs and problems were analyzed, the results found that: the beliefs of elementary school teachers generation, development and perfection, in sorrow than joy, in other aspects of the concept of consciousness, there are some deficiencies, the reason is a contemporary the influence of the culture on the value orientation of teachers' beliefs and teachers' practice makes the behavior of contact is not sufficient; two is the emergence of the crisis in the development stage of teachers' beliefs, such as curing, is not enough to cope with the teacher The challenge of professional development requirements.
Aiming at the above problems, this study focuses on the internal and external factors of teachers' beliefs from the perspective of cultural studies, the formation mechanism and behavior strategies are discussed, that positive construction of teachers' beliefs, development and perfection, in order to achieve the technical rationality, value rationality and aesthetic balance, is the professional development of teachers has become a unified body purpose and regularity. The formation and development of scientific and reasonable teacher beliefs, teachers should actively seek self change, through self reflection, stimulate the consciousness of teachers; through the establishment of teachers' workshops, enhance dialogue and cooperation among teachers, teachers gradually formed positive scientific educational beliefs, lay inside the basic practice for education and teaching practice so as to effectively; at the same time, the school should construct school culture of humanism, to encourage teachers to actively integrate into the school culture. The teachers' beliefs are developed and perfected in the school-based training, and the cooperation with the university partners should be paid to support and guide the improvement of teachers' beliefs.
The full text is divided into six parts:
The introduction introduces the reason, the study of consolidation, research status analysis and review of domestic and foreign teacher beliefs, explains the significance of the research, ideas and methods.
The first chapter is the interpretation of the meaning of teacher's belief. By analyzing the connotation and characteristics of teacher's belief and the structure and development level of teachers' beliefs, we discuss the relationship and significance between teachers' beliefs and teachers' professional development and their own changes.
The second chapter is the analysis of teachers' beliefs. Through the cultural character of the value orientation of teachers' beliefs, analysis to the three dimensions of the concept of cultural character orientation and behavior standard, from the spirit of the times, the humanistic spirit and cultural formation expounds the value orientation of teachers' beliefs, that concept orientation of teacher's belief should be a form of wisdom and enlightenment the perfect personality, the teachers' beliefs behavior performance targets to improve the effectiveness of teaching.
The third chapter factor analysis of dilemma of teachers' beliefs and influence. Through literature analysis, questionnaire survey and in-depth interviews, to understand the belief status of primary and secondary school teachers in China, discusses the main problems, from the point of view of history and reality, analysis the reason of problem, and on the basis of the survey results, to explore the factors of teachers' beliefs explicit and implicit effect.
An analysis on the mechanism of the fourth chapter of teachers' beliefs. Generation of teachers' beliefs, needs of various internal and external factors that influence the force. The author believes that the social and cultural life, teachers' leading to teachers' beliefs, national policy and protection of school culture on Teachers' beliefs and teachers' self teaching behavior support for their beliefs are the mechanism of teachers faith positive development forms.
The fifth chapter of behavior strategies of teachers' beliefs. Teaching behavior is the external manifestation of teachers' beliefs. Based on the analysis of the generating mechanism of teachers' beliefs, teachers' beliefs of generation, development and improvement of the specific measures: the training of teachers' reflective consciousness, writing teachers' personal life history; the establishment of teacher workshops, enhance the cooperation between teachers. And the dialogue between teachers and students; encourage teachers into the school culture, school-based training; pay attention to the cooperation with the University, perfect the support and guidance of teachers' beliefs; and so on.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G424

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