本文關(guān)鍵詞： 專(zhuān)業(yè)發(fā)展 班主任專(zhuān)業(yè)發(fā)展 個(gè)案研究　出處：《魯東大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：班主任是我國(guó)現(xiàn)行教育體制下的專(zhuān)職人員，在班級(jí)管理、塑造班級(jí)文化、培養(yǎng)學(xué)生人格和個(gè)性發(fā)展方面發(fā)揮著重要作用。教育研究者們把“班主任”作為理論研究的對(duì)象，形成了十分豐富的理論。其中，班主任專(zhuān)業(yè)發(fā)展思想的提出將有關(guān)“班主任”的研究提升到了新的理論高度。班主任以人為工作對(duì)象，沒(méi)有關(guān)于完整的人的專(zhuān)業(yè)知識(shí)及專(zhuān)業(yè)技能，就無(wú)法勝任班主任工作，班級(jí)管理與促進(jìn)學(xué)生發(fā)展的目標(biāo)就會(huì)變成一紙空談。鑒于班主任在學(xué)校教育工作中的特殊地位及作用，必須高度關(guān)注其專(zhuān)業(yè)發(fā)展的變化及程度。 小學(xué)班主任教育對(duì)象的年齡在8-13歲之間，其身心發(fā)展處于感知外界、模仿成人、求新求變這一感性發(fā)展階段，他們迷戀感性的物質(zhì)、有著較為龐雜的信息量、有豐富的個(gè)性化行為表現(xiàn)，面對(duì)這樣一群鮮活的個(gè)體，在管理班級(jí)、教育學(xué)生方面，如何以一種形象生動(dòng)、切合學(xué)生心理特點(diǎn)的工作方式來(lái)接近學(xué)生、影響學(xué)生，以達(dá)到預(yù)定的教育目標(biāo)，這是小學(xué)班主任與中學(xué)、大學(xué)班主任相比的最大的不同點(diǎn)。而新任班主任缺乏實(shí)踐經(jīng)驗(yàn)，研究該群體的專(zhuān)業(yè)發(fā)展變化，挖掘其存在的經(jīng)驗(yàn)與困惑，對(duì)其他小學(xué)新任班主任的專(zhuān)業(yè)發(fā)展起到啟發(fā)和借鑒作用，這是本研究的意義所在。 當(dāng)前我國(guó)對(duì)于班主任專(zhuān)業(yè)發(fā)展的研究多數(shù)是基于教師專(zhuān)業(yè)發(fā)展的演繹推理，并且常把班主任假設(shè)為相對(duì)統(tǒng)一的、無(wú)差異的群體，其研究對(duì)象的特殊性、針對(duì)性有待明確。筆者采用個(gè)案研究的方法，，選擇兩名小學(xué)新任班主任作為研究對(duì)象，通過(guò)文獻(xiàn)資料收集、訪談等方法積累研究素材，再現(xiàn)新任班主任在教育教學(xué)中的親身體驗(yàn)，真實(shí)反映新任班主任的經(jīng)驗(yàn)、困惑及訴求等，在此基礎(chǔ)上，筆者從制度層面、組織層面、精神層面、發(fā)展層面四個(gè)角度提出了一些建議和思考，期待能對(duì)班主任專(zhuān)業(yè)發(fā)展的理論和實(shí)踐研究起到一定的參考和借鑒作用，為新任班主任的專(zhuān)業(yè)發(fā)展尋求更具針對(duì)性和操作性的途徑和方法。
[Abstract]:The class teacher is the full-time personnel under the present education system of our country, in the class management, molds the class culture. The cultivation of students' personality and personality development plays an important role. Educational researchers take the "head teacher" as the object of theoretical research, forming a very rich theory. The idea of professional development in charge of the class teacher raised the research of "teacher in charge" to a new theoretical level. The teacher in charge of the class takes the person as the object of work, and does not have the professional knowledge and professional skills of the complete person. Class management and the goal of promoting the development of students will become empty talk. In view of the special position and role of the class teacher in the school education work. Attention must be paid to the changes and extent of their professional development. The object of primary school head teacher education is between 8-13 years old, their physical and mental development is in the perceptual development stage of perceiving the outside world, imitating adults and seeking new changes, they are infatuated with perceptual material. There is a relatively large amount of information, there is a wealth of personalized behavior performance, facing such a group of fresh individuals, in the management of classes, education students, how to use a vivid image. According to the psychological characteristics of students to approach students, affect students, in order to achieve a predetermined goal of education, this is the primary school head teacher and secondary school. The biggest difference between the university head teacher and the new class teacher is lack of practical experience to study the professional development of this group and explore its existing experience and confusion. The significance of this study is to enlighten and draw lessons from the professional development of new class teachers in other primary schools. At present, most of the researches on the professional development of class teachers in China are based on the deductive reasoning of teachers' professional development, and often assume the head teachers as a relatively unified, no different group, and the particularity of the research object. The author adopts the method of case study, selects two new class teachers of primary school as the research object, and accumulates the research material through the methods of literature collection, interview and so on. Reappear the new head teacher in the education and teaching experience, truly reflect the new head teacher's experience, confusion and demands, on the basis of this, the author from the system level, organizational level, spiritual level. Four angles of development put forward some suggestions and thinking, expect to play a certain reference and reference role in the theoretical and practical research of the professional development of the head teacher. For the new head teacher professional development to find more targeted and operational ways and methods.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G625.1

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