本文關(guān)鍵詞：非正式學習：高校教師的發(fā)展方式研究　出處：《寧波大學》2013年碩士論文　論文類型：學位論文

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【摘要】：不論非正式學習被怎樣定義，提出它和研究它的最終目的就是為了讓教師超越現(xiàn)有學習背景、看清專業(yè)發(fā)展的主要力量、了解自己專業(yè)成長的內(nèi)質(zhì)和前景。非正式學習使高校教師學會了解和面對自己，同時也能關(guān)照和尊重別人，使高校教師通過各自發(fā)展和共同進步凝聚到一起。在高校這一成熟的學習氛圍中，正式學習和非正式學習彼此也應(yīng)當越來越合理地分配著自己在高校教師專業(yè)發(fā)展中的地位，并且共同成為高校教師專業(yè)發(fā)展的推動力。 本研究共分為四章，第一章為緒論，主要介紹了本研究的背景，研究的現(xiàn)狀、研究的意義以及本研究的主要內(nèi)容與思路；第二章為理論分析，對文中的重要概念以及高校教師的非正式學習的特征、類型進行理論界定與分析為后面的問卷編制提供了依據(jù)；第三章，對高校教師的專業(yè)發(fā)展方式進行問卷調(diào)查，從高校教師的自身特征，教師文化以及工作任務(wù)的性質(zhì)三個維度來考察高校教師非正式學習情況。第四章，根據(jù)調(diào)查的結(jié)果分析了影響高校教師非正式學習的原因；第五章，促進高校教師更活躍的非正式學習主要體現(xiàn)在三個方面：高校教師意識到非正式學習趣味性以及在專業(yè)發(fā)展中的作用，主動進行的目的性和控制性比較強的自我導向的非正式學習；學�；蚪M織為高校教師非正式學習構(gòu)建學習共同體、完善教師同伴互助、優(yōu)化學習環(huán)境等方面提供一些支持；最后對政府和教育主管部門的希望，呼吁政府對非正式學習進行立法和認證，，為非正式學習提供多樣的學習場所和廣泛的學習機會，使非正式學習更具有吸引力。
[Abstract]:No matter how informal learning is defined, the ultimate purpose of proposing it and studying it is to enable teachers to transcend the existing learning background and see the major forces of professional development. Informal learning enables college teachers to learn to understand and face themselves, but also to take care of and respect others. So that university teachers through their own development and common progress together. In the university this rare learning atmosphere. Formal learning and informal learning should be more and more rational allocation of their position in the professional development of college teachers and become the driving force of the professional development of college teachers. This research is divided into four chapters, the first chapter is the introduction, mainly introduces the background of this study, the status quo of the study, the significance of the study, as well as the main contents and ideas of this study; The second chapter is the theoretical analysis of the important concepts of the text as well as the characteristics and types of informal learning of college teachers to provide a theoretical basis for the latter questionnaire compilation; The third chapter, the professional development of university teachers to conduct a questionnaire survey, from the characteristics of university teachers, teacher culture and the nature of the nature of the work of three dimensions to investigate the informal learning of university teachers. 4th chapter. According to the results of the investigation, this paper analyzes the reasons that affect the informal learning of college teachers. In Chapter 5th, the informal learning that promotes the college teachers to be more active is mainly reflected in three aspects: college teachers are aware of the interest of informal learning and their role in professional development. Active purposeful and controlling self-directed informal learning; The school or organization provides some support for college teachers' informal learning to construct learning community, perfect teachers' peer mutual help, optimize learning environment and so on. Finally, the hope of the government and education authorities calls on the government to legislate and certify informal learning, to provide a variety of learning places and extensive learning opportunities for informal learning. Make informal learning more attractive.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G645.1

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