本文選題：師范生 + 教育實(shí)習(xí)　； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：高素質(zhì)、專業(yè)化的教師隊(duì)伍是促進(jìn)教育優(yōu)質(zhì)、良好發(fā)展的源動(dòng)力。隨著基礎(chǔ)教育課程改革的深入發(fā)展以及社會(huì)對(duì)于人才培養(yǎng)需求的不斷提高,教師專業(yè)發(fā)展日益成為國(guó)內(nèi)外學(xué)界關(guān)注的熱點(diǎn)。教育實(shí)習(xí)是師范生職前培養(yǎng)階段的重要課程之一,是師范生教育實(shí)踐能力提升的主要途徑。當(dāng)前,國(guó)內(nèi)外關(guān)于教育實(shí)習(xí)相關(guān)問(wèn)題的研究已頗為豐富,但基于教育實(shí)習(xí)關(guān)鍵事件的師范生成長(zhǎng)價(jià)值研究尚為數(shù)不多。本文以東北師范大學(xué)2011級(jí)赴教師教育創(chuàng)新東北實(shí)驗(yàn)區(qū)參加教育實(shí)習(xí)的部分師范生記錄的教育實(shí)習(xí)關(guān)鍵事件為資料展開(kāi)研究。通過(guò)歸納與分析,依據(jù)不同標(biāo)準(zhǔn)對(duì)師范生教育實(shí)習(xí)關(guān)鍵事件做出類型劃分,描述不同類型教育實(shí)習(xí)關(guān)鍵事件的屬性與特征,揭示師范生對(duì)不同類型教育實(shí)習(xí)關(guān)鍵事件的行為與心理反應(yīng);在此基礎(chǔ)上,輔以事件記錄者訪談,得出教育實(shí)習(xí)關(guān)鍵事件對(duì)師范生的專業(yè)成長(zhǎng)價(jià)值,并形成師范大學(xué)教育實(shí)習(xí)工作的質(zhì)量提升策略與建議。本研究由八個(gè)部分組成:第一部分:引言。此部分主要介紹了本研究的緣起、研究的目的、研究的問(wèn)題以及開(kāi)展本研究的理論與實(shí)踐意義。第二部分:國(guó)內(nèi)外相關(guān)研究述評(píng)。此部分從宏觀視角和微觀視角對(duì)國(guó)內(nèi)外的相關(guān)研究成果與狀況進(jìn)行了總結(jié),并做出評(píng)介,為本研究的展開(kāi)奠定理論基礎(chǔ)。第三部分:教育實(shí)習(xí)關(guān)鍵事件與教師專業(yè)成長(zhǎng)概述。此部分對(duì)教育實(shí)習(xí)關(guān)鍵事件的概念及內(nèi)涵做出了界定與解讀,對(duì)教育實(shí)習(xí)的目標(biāo)、內(nèi)容、實(shí)施途徑以及教師專業(yè)成長(zhǎng)的內(nèi)涵、類型、內(nèi)容與途徑進(jìn)行了介紹與說(shuō)明。第四部分:研究設(shè)計(jì)與研究過(guò)程。此部分闡明了本研究的研究設(shè)計(jì)、研究思路以及研究的實(shí)施過(guò)程。具體包括:研究假設(shè)的確立、研究對(duì)象的選擇、研究方法的選用、研究過(guò)程的展開(kāi)以及取樣標(biāo)準(zhǔn)與取樣原則的制定。第五部分:師范生教育實(shí)習(xí)關(guān)鍵事件的類型劃分。此部分通過(guò)對(duì)師范生教育實(shí)習(xí)關(guān)鍵事件記錄進(jìn)行追蹤、收集、分析,依據(jù)不同分類標(biāo)準(zhǔn)對(duì)教育實(shí)習(xí)關(guān)鍵事件做出類型劃分,并描述了不同類型教育實(shí)習(xí)關(guān)鍵事件的特征。第六部分:基于不同類型教育實(shí)習(xí)關(guān)鍵事件的師范生反應(yīng)特征。此部分研究了師范生對(duì)不同類型教育實(shí)習(xí)關(guān)鍵事件所產(chǎn)生的心理與行為表現(xiàn),總結(jié)了師范生對(duì)不同類型教育實(shí)習(xí)關(guān)鍵事件的心理與行為反應(yīng)特征,并對(duì)此做出例證與分析。第七部分:師范生教育實(shí)習(xí)關(guān)鍵事件成長(zhǎng)價(jià)值分析。此部分依據(jù)前期究結(jié)論,在對(duì)部分教育實(shí)習(xí)關(guān)鍵事件記錄者進(jìn)行深度訪談的基礎(chǔ)上展開(kāi)論述,提出了教育實(shí)習(xí)關(guān)鍵事件對(duì)師范生的成長(zhǎng)價(jià)值。第八部分:反思與建議。此部分以師范生教育實(shí)習(xí)關(guān)鍵事件的內(nèi)容描述、研究結(jié)論以及師范生的訪談反饋結(jié)果為依據(jù),形成了師范大學(xué)教育實(shí)習(xí)工作的質(zhì)量提升策略與建議,為完善教育實(shí)習(xí)工作安排、優(yōu)化教育實(shí)習(xí)實(shí)施方案、構(gòu)建教育實(shí)習(xí)質(zhì)量保障機(jī)制提供參考。
[Abstract]:High-quality, professional teaching team is to promote the quality of education, good development of the source power. With the further development of the basic education curriculum reform and the continuous improvement of the social demand for talent training, the professional development of teachers has increasingly become a hot spot of academic circles at home and abroad. Teaching practice is one of the important courses in the pre-service training stage of normal school students, and it is the main way to improve the students' educational practice ability. At present, there have been a lot of researches on the problems related to educational practice at home and abroad, but there are few studies on the growth value of normal students based on the key events of educational practice. This paper takes the key events recorded by some normal students in Northeast normal University to participate in the educational practice in Northeast normal University as the data of teaching innovation in Northeast normal University. Through induction and analysis, according to different standards, the key events of educational practice of normal school students are classified, and the attributes and characteristics of the key events of different types of educational practice are described. It reveals the behavior and psychological reaction of normal school students to different kinds of key events of educational practice, and on this basis, with the interview of event recorder, the author draws the conclusion that the key events of education practice are of value to the professional growth of normal school students. And forms the normal university education practice the quality promotion strategy and the suggestion. This research consists of eight parts: the first part: introduction. This part mainly introduces the origin of this study, the purpose of the study, the problems of the study and the theoretical and practical significance of this study. The second part: domestic and foreign related research review. This part summarizes the research results and situation from the macro and micro perspectives, and makes a review, which lays a theoretical foundation for the development of this study. The third part: the summary of the key events of educational practice and teachers' professional growth. This part defines and interprets the concept and connotation of the key events of educational practice, and introduces and explains the objectives, contents, ways of implementation and the connotation, types, contents and ways of teachers' professional growth. The fourth part: research design and research process. This part illustrates the research design, research ideas and research implementation process. It includes the establishment of research hypotheses, the selection of research objects, the selection of research methods, the development of research process, and the formulation of sampling standards and sampling principles. The fifth part: the classification of the key events in education practice of normal school students. This part tracks, collects and analyzes the record of the key events in education practice of normal school students, and classifies the key events of education practice according to different classification standards, and describes the characteristics of the key events in different types of educational practice. The sixth part: based on different types of educational practice key events of the characteristics of normal students reaction. This part studies the psychological and behavioral behavior of normal school students to different types of key events of educational practice, summarizes the psychological and behavioral characteristics of normal school students to different types of key events of educational practice, and makes an example and analysis of this. The seventh part: the analysis of the growth value of the key events in the education practice of normal school students. Based on the conclusion of the previous study, this part discusses the key events of education practice on the basis of in-depth interviews, and puts forward the value of the key events of education practice to the growth of normal school students. Part eight: reflection and suggestion. This part is based on the content description of the key events of normal college students' educational practice, the conclusion of the research and the results of the interview feedback of normal college students, and forms the strategies and suggestions for improving the quality of education practice in normal universities, so as to perfect the arrangement of educational practice. To optimize the implementation of educational practice, to establish a quality assurance mechanism for educational practice to provide a reference.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G652.4

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本文編號(hào)：1929238