發(fā)布時間：2018-05-31 11:23

  本文選題：反思性學(xué)習(xí) + 高校教師�。� 參考：《湖南大學(xué)》2012年碩士論文

【摘要】：高校師德建設(shè)過程中，教師的師德教育活動處于核心地位，怎樣尋找一種有效的師德教育方式來促進(jìn)高校師德建設(shè)構(gòu)成一個亟需研究的重要問題。反思性學(xué)習(xí)思想發(fā)展到今天，被廣泛運用到教師的專業(yè)化發(fā)展，并作為一種新型教師自我教育方式受到國內(nèi)外教育工作者的推崇。在對反思性學(xué)習(xí)的理論基礎(chǔ)、發(fā)展歷程進(jìn)行分析和總結(jié)的基礎(chǔ)之上，，以反思性學(xué)習(xí)為契機(jī)，大膽設(shè)想反思性學(xué)習(xí)思想能否以一種全新的概念運用到高校教師師德建設(shè)中來。由此，本文通過多方調(diào)查和借鑒自制問卷《高校教師反思性師德教育方式的問卷調(diào)查》。對長沙三所高校150多名高校教師進(jìn)行了問卷調(diào)查。力圖從中揭示目前高校教師師德教育中存在的問題以及和反思性學(xué)習(xí)思想的關(guān)系，并分析高校師德建設(shè)與反思性學(xué)習(xí)的相關(guān)關(guān)系。問卷中共涉及五個維度的問題，具體涉及到學(xué)校當(dāng)前師德教育情況、反思和師德的關(guān)系理解、對自我反思的理解和態(tài)度、自我反思的方式以及影響反思的因素。通過綜合調(diào)查和數(shù)據(jù)分析處理，主要得出如下結(jié)論結(jié)論：（1）教師對反思性學(xué)習(xí)不同理解程度影響教師處理師德問題的態(tài)度，既對反思性學(xué)習(xí)的概念和意義越是理解透徹的教師就越傾向于運用反思性學(xué)習(xí)和反思性思維來解決師德問題；（2）反思性學(xué)習(xí)思想在師德教育中的不同運用程度影響師德教育滿意度。既高校對教師的師德教育中反思性學(xué)習(xí)思想運用的程度越高，教師對師德教育的滿意程度就越高；（3）對反思性學(xué)習(xí)和師德建設(shè)關(guān)系不同理解影響教師師德教育中反思思想的運用程度，選擇反思性學(xué)習(xí)思想和師德建設(shè)關(guān)系密切，并認(rèn)為教師的反思性學(xué)習(xí)能夠促進(jìn)師德建設(shè)的教師更傾向于運用反思性學(xué)習(xí)和思維來解決師德問題；（4）師德教育的有效性和教育過程中的反思性思維運用程度有關(guān)，即師德教育中越多的運用反思性學(xué)習(xí)思想，師德教育就越有效；最后得出本文的研究結(jié)論：反思性學(xué)習(xí)作為一種高校師德建設(shè)新思路能夠促進(jìn)師德建設(shè)。在上述結(jié)果的基礎(chǔ)上，研究對教師反思性學(xué)習(xí)思想各個維度的差異等問題進(jìn)行了討論，發(fā)現(xiàn)目前高校教師缺乏反思意識，反思性學(xué)習(xí)和反思思維的能力有待提高，針對這些問題，論文最終針對如何培養(yǎng)教師的反思能力，從影響教師反思的外在和內(nèi)在因素、培養(yǎng)教師反思能力的主客觀條件方法等方面進(jìn)行詳細(xì)的探討和研究。從社會對高校師德建設(shè)的政策和經(jīng)濟(jì)支持、學(xué)校師德教育方式的優(yōu)化和教師自身反思性學(xué)習(xí)思想的提升三個方面提出了若干培養(yǎng)教師反思性學(xué)習(xí)能力、促進(jìn)高校師德建設(shè)的對策和建議。
[Abstract]:In the process of teachers' moral construction in colleges and universities, teachers' moral education activities are at the core. How to find an effective way to promote the construction of teachers' moral education in colleges and universities is an important problem that needs to be studied. The thought of reflective learning has been widely applied to the professional development of teachers and has been praised by educators at home and abroad as a new type of teacher self-education. On the basis of analyzing and summarizing the theoretical basis and development course of reflective learning, and taking reflective learning as an opportunity, the author dares to conceive whether the thought of reflective learning can be applied to the construction of teachers' ethics in colleges and universities by a completely new concept. Therefore, this paper draws lessons from self-made questionnaire "questionnaire on reflective Teachers' moral Education in Colleges and Universities". A questionnaire survey was conducted among more than 150 college teachers in three universities in Changsha. This paper tries to reveal the problems existing in teachers' moral education in colleges and universities and the relationship between them and the reflective learning thought, and analyzes the correlation between the construction of teachers' ethics and the reflective learning in colleges and universities. The questionnaire involves five dimensions of questions, including the current situation of teachers' moral education, the relationship between reflection and teacher morality, the understanding and attitude to self-reflection, the way of self-reflection and the factors influencing reflection. Through comprehensive investigation and data analysis, we can draw the following conclusion: 1) the attitude of teachers to different understanding of reflective learning affects teachers' handling of teachers' moral problems. The more fully understood the concept and significance of reflective learning, the more inclined teachers are to use reflective learning and reflective thinking to solve teachers' moral problems. Teacher's moral education satisfaction. That is, the higher the degree of application of reflective learning thought in teachers' moral education in colleges and universities, The higher the teacher's satisfaction with teacher's moral education is, the higher the understanding of the relationship between reflective learning and teacher's moral construction affects the degree of application of reflective thought in teacher's moral education, and the relationship between reflective learning thought and teacher's moral construction is closely related to the choice of reflective learning thought. Teachers who can promote the construction of teachers' ethics are more inclined to use reflective learning and thinking to solve the problems of teachers' morality. 4) the effectiveness of teacher's moral education is related to the degree of the application of reflective thinking in the process of education. That is, the more reflective learning thought is used in teachers' moral education, the more effective teacher moral education will be. Finally, the conclusion of this paper is that reflective learning as a new way of teachers' moral construction in colleges and universities can promote teachers' moral construction. On the basis of the above results, this paper discusses the differences of teachers' reflective learning thoughts in different dimensions, and finds that teachers in colleges and universities lack of reflective consciousness, and the ability of reflective learning and reflective thinking needs to be improved. Aiming at these problems, the paper discusses and studies in detail how to cultivate teachers' reflective ability, from the external and internal factors that affect teachers' reflection, and the methods of subjective and objective conditions to cultivate teachers' reflective ability. From the social policy and economic support for the construction of college teachers' ethics, the optimization of school teachers' moral education methods and the promotion of teachers' own reflective learning thought, this paper puts forward some suggestions on how to cultivate teachers' reflective learning ability. The countermeasures and suggestions to promote the construction of teachers' ethics in colleges and universities.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G645.1

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本文編號：1959460