本文選題：公費(fèi)師范教育 + 公費(fèi)師范教師��； 參考：《東北師范大學(xué)》2015年碩士論文

【摘要】：2007年5月由國務(wù)辦公廳轉(zhuǎn)發(fā)教育部、財(cái)政部、中央編辦、人事部頒布的《教育部直屬師范大學(xué)師范生免費(fèi)教育實(shí)施辦法(試行)》中提出,從2007年秋季入學(xué)的新生起,我國六所部屬師范大學(xué)開始實(shí)行師范生免費(fèi)教育。公費(fèi)師范教育背負(fù)了提高農(nóng)村教育質(zhì)量、促進(jìn)教育均衡發(fā)展的重要使命。時(shí)至今日,公費(fèi)師范教育已實(shí)施八個(gè)年頭,已有三屆公費(fèi)師范畢業(yè)生走上工作崗位,公費(fèi)師范教師為基礎(chǔ)教育戰(zhàn)線注入了新鮮血液。在公費(fèi)師范教育政策持續(xù)實(shí)施的這些年里,公費(fèi)師范教師的職后發(fā)展如何,亟需了解并予以反饋。教師自主學(xué)習(xí)是學(xué)校教育改革和進(jìn)步不可缺少的條件和力量,也是落實(shí)和成就教師專業(yè)可持續(xù)、高質(zhì)量發(fā)展的基礎(chǔ)。因此,調(diào)查研究公費(fèi)師范教師的自主學(xué)習(xí)狀況,不僅是我國基礎(chǔ)教育均衡發(fā)展的長遠(yuǎn)需求,也是提升我國農(nóng)村教育質(zhì)量的現(xiàn)實(shí)需求,更是公費(fèi)師范教師專業(yè)發(fā)展的實(shí)際需要。以此為出發(fā)點(diǎn),關(guān)注中學(xué)物理公費(fèi)師范教師的自主學(xué)習(xí)狀況,探討如何促進(jìn)其自主學(xué)習(xí)。首先,運(yùn)用文獻(xiàn)研究法搜集并梳理了公費(fèi)師范生、自主學(xué)習(xí)、教師自主學(xué)習(xí)、農(nóng)村教師自主學(xué)習(xí)的國內(nèi)外研究現(xiàn)狀,確定了教師自主學(xué)習(xí)的調(diào)查維度,并開發(fā)出調(diào)查工具。其次,對教師自主學(xué)習(xí)理論進(jìn)行了探討,采用問卷調(diào)查和訪談?wù){(diào)查的方法對公費(fèi)師范教師自主學(xué)習(xí)狀況進(jìn)行了調(diào)查。最后,統(tǒng)計(jì)并分析了影響公費(fèi)師范教師自主學(xué)習(xí)的相關(guān)因素,并且通過與公費(fèi)師范教師的訪談、探討確定了相關(guān)優(yōu)化策略與政策建議,以期對公費(fèi)師范教育及其公費(fèi)師范教師的自主學(xué)習(xí)有所啟示和借鑒。
[Abstract]:In May 2007, the State Office forwarded to the Ministry of Education, the Ministry of Finance, the Central editorial Office and the Ministry of personnel the measures on the implementation of Free Education for normal University students directly under the Ministry of Education (for trial implementation), which was put forward by the Ministry of State, beginning with the freshmen enrolled in the autumn of 2007, China's six subordinate normal universities began to implement free education for normal students. The public-funded normal education has taken on the important mission of improving the quality of rural education and promoting the balanced development of education. Up to now, public teacher education has been implemented for eight years, and the graduates of three public teachers have taken up their jobs, and the public teachers have injected fresh blood into the basic education front. During the years of continuous implementation of the public education policy, it is necessary to understand and give feedback on the development of public teachers. Teachers' autonomous learning is an indispensable condition and strength for the reform and progress of school education, and is also the basis for the implementation and achievement of teachers' professional sustainable and high-quality development. Therefore, it is not only the long-term demand of balanced development of basic education, but also the practical demand of improving the quality of rural education to investigate and study the independent learning situation of government-funded teachers, which is also the practical need for the professional development of government-funded teachers. As a starting point, this paper pays close attention to the state of independent learning of teachers in middle school physics and probes into how to promote their autonomous learning. First of all, this paper collects and combs the current situation of the research at home and abroad of government-funded teachers' students, autonomous learning, teachers' autonomous learning and rural teachers' autonomous learning by using the method of literature research, determines the dimensions of teachers' autonomous learning, and develops a survey tool. Secondly, this paper probes into the theory of teachers' autonomous learning, and makes an investigation on the self-regulated learning of public teachers by means of questionnaires and interviews. Finally, the paper analyzes the related factors that affect the independent learning of public teachers, and through the interview with the public teachers, discusses and determines the relevant optimization strategies and policy recommendations. The purpose is to enlighten and draw lessons from free-funded teacher-training and its self-learning.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.7;G652

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