本文選題：英國 + 入職指導(dǎo)��； 參考：《福建師范大學(xué)》2009年碩士論文

【摘要】： 新教師在入職階段能否順利實(shí)現(xiàn)由學(xué)生到合格教師的角色轉(zhuǎn)變,不僅影響到學(xué)生的學(xué)習(xí)和學(xué)校工作的順利開展,同時(shí)也會(huì)影響到他們整個(gè)職業(yè)生涯的專業(yè)發(fā)展模式,進(jìn)而很大程度上決定他們將成為什么樣的教師。因此,新教師入職指導(dǎo)是教師教育一個(gè)重要的課題。英國在新教師入職指導(dǎo)領(lǐng)域的發(fā)展為世界各國提供了有益的借鑒和經(jīng)驗(yàn)。 英國新教師入職教育政策可以追溯到二戰(zhàn)期間。二戰(zhàn)期間英國就有了新教師研修制度。這種制度是將新教師執(zhí)教的第一年定為候補(bǔ)教師研修年(probationary year),以便培養(yǎng)新教師的實(shí)際教學(xué)能力。二戰(zhàn)后,英國將候補(bǔ)教師研修年視為教師培養(yǎng)時(shí)期的延長計(jì)劃。1973年4月,教育科學(xué)部發(fā)布了以“新教師研修教育”為題的討論文件。由于財(cái)政上的原因,只先在利物浦和諾森伯蘭兩個(gè)地區(qū)試辦,并于1974年到1978年在這兩個(gè)地區(qū)進(jìn)行了實(shí)驗(yàn)性的新教師入職指導(dǎo)計(jì)劃。1999年,英國正式實(shí)施法定的新教師入職指導(dǎo)制度。規(guī)定凡是1999年5月7日以后獲得教師資格證書且第一年參加工作的新教師都必須完成3個(gè)學(xué)期的入職培訓(xùn),才能在培訓(xùn)結(jié)束后繼續(xù)在公立或私立小學(xué)任教。該政策的出臺(tái),有利地推動(dòng)了英國教師的專業(yè)化發(fā)展。本文以英國新教師入職指導(dǎo)的政策與實(shí)踐為研究對(duì)象,對(duì)該政策的探討,可以為我國新教師入職指導(dǎo)政策的制定與完善提供借鑒的平臺(tái)。 全文共分為六個(gè)部份。第一部份是緒論,主要闡述問題的提出、研究的價(jià)值、方法,并提出研究的理論框架;第一章回顧英國新教師入職制度的歷史演進(jìn),全面、把握英國新教師入職制度的產(chǎn)生及發(fā)展;第二章闡述英國新教師入職制度的政策,深入剖析其入職教師的標(biāo)準(zhǔn)、入職評(píng)價(jià)體系、入職質(zhì)量保證等;第三章對(duì)英國新教師入職指導(dǎo)政策的推行和實(shí)施情況以個(gè)案研究的形式對(duì)諾丁漢郡新教師入職的開展進(jìn)行論述;第四章概括了英國新教師入職指導(dǎo)制度的主要特點(diǎn),分析了我國新教師入職指導(dǎo)開展的現(xiàn)狀,同時(shí)提出可從英國新教師入職指導(dǎo)的實(shí)踐中借鑒的經(jīng)驗(yàn)。最后是結(jié)論部份,總結(jié)了本課題的研究內(nèi)容、成果,說明了尚待解決的問題,指出本研究工作的進(jìn)一步設(shè)想及展望。
[Abstract]:Whether the new teachers can smoothly realize the role transformation from students to qualified teachers in the starting stage will not only affect the students' study and the smooth development of school work, but also affect their professional development model of their whole career.And then, to a large extent, they decide what kind of teacher they will become.Therefore, the new teacher induction guidance is an important subject of teacher education.Britain's development in the field of new teacher orientation provides useful lessons and experiences for countries around the world.Britain's new teacher entry policy dates back to World War II.There was a new system of teacher training in England during World War II.In this system, the first year of teaching for new teachers is designated as a probational year for the new teachers, so as to cultivate the practical teaching ability of the new teachers.After World War II, the United Kingdom regarded the year of alternate teacher training as an extension of the period of teacher training. In April 1973, the Ministry of Education and Science published a discussion paper entitled "New Teachers' Education".For financial reasons, only two districts, Liverpool and Northumberland, were piloted, and from 1974 to 1978, a pilot new teacher induction program was conducted in both regions. 1999,The United Kingdom has formally implemented a new statutory guidance system for teachers.It is stipulated that any new teacher who has obtained a certificate of teacher qualification after May 7, 1999 and who has joined the job in the first year must complete three semesters of induction training before he can continue to teach in public or private primary schools after the completion of the training.The introduction of this policy, conducive to the professional development of British teachers.This paper takes the policy and practice of new teachers' induction guidance in Britain as the research object. The discussion on this policy can provide a reference platform for the formulation and improvement of the new teachers' induction guidance policy in China.The full text is divided into six parts.The first part is the introduction, which mainly describes the questions raised, the value of the study, methods, and the theoretical framework of the study. Chapter one reviews the historical evolution of the new teacher entry system in Britain.The second chapter expounds the policy of the new teacher entry system in Britain, analyzes the standards of the new teacher, the evaluation system, the quality assurance, etc.The third chapter discusses the implementation and implementation of the new teachers' induction policy in Britain. Chapter four summarizes the main characteristics of the new teachers' entry guidance system in the United Kingdom in the form of a case study on the introduction of new teachers in Nottinghamshire.This paper analyzes the present situation of new teachers' induction guidance in our country, and puts forward some experiences that can be used for reference in the practice of new teachers' induction guidance in Britain.The last part is the conclusion, which summarizes the research contents and results, explains the problems to be solved, and points out the further ideas and prospects of the research work.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G556.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 楊袖蘇;我國特教教師教育政策的保障研究[D];西南大學(xué);2011年

2 劉玉燕;中小學(xué)新任體育教師入職教育研究[D];華中師范大學(xué);2012年

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本文編號(hào)：1748403