本文選題：小學(xué) + 初任教師��； 參考：《江南大學(xué)》2017年碩士論文

【摘要】：隨著國家對中小學(xué)教師專業(yè)發(fā)展的重視,教師學(xué)習(xí)的實效性問題越來越受到人們的關(guān)注。作為未來教育事業(yè)的開拓者和學(xué)校發(fā)展的后備力量,初任教師的學(xué)習(xí)問題也日益引起人們的重視。教師學(xué)習(xí)固然不同于純粹的商業(yè)活動,但它和其他商品生產(chǎn)一樣,也存在著需求與供給的問題,且追求供需均衡。對于初任教師而言,其學(xué)習(xí)需求能否得到有效供給,決定了他們能否盡快適應(yīng)教學(xué)工作,繼而更好地向成熟型教師過渡。因此,研究初任教師的學(xué)習(xí)需求與供給問題具有重要的現(xiàn)實意義。本文首先闡述了研究的緣起、相關(guān)文獻綜述、研究設(shè)計和研究的理論基礎(chǔ)等,為后面的研究奠定了基礎(chǔ)。其次,通過問卷調(diào)查法和訪談?wù){(diào)查法,對小學(xué)初任教師的學(xué)習(xí)需求與供給現(xiàn)狀進行調(diào)查和分析,為下文探究教師學(xué)習(xí)的供求矛盾提供了現(xiàn)實依據(jù)。接下來,結(jié)合已有調(diào)查結(jié)果對小學(xué)初任教師學(xué)習(xí)需求與供給的矛盾問題進行分析,并探究矛盾形成的原因。最后,根據(jù)前文的研究,對小學(xué)初任教師學(xué)習(xí)需求與供給矛盾的調(diào)節(jié)提出相關(guān)對策,以期提高小學(xué)初任教師學(xué)習(xí)的實效性。研究發(fā)現(xiàn),當(dāng)前小學(xué)初任教師學(xué)習(xí)需求與供給存在一定的矛盾問題,主要表現(xiàn)為數(shù)量失衡、質(zhì)量失衡和結(jié)構(gòu)失衡。數(shù)量失衡有兩種表現(xiàn)形式,即供不應(yīng)求型的教師學(xué)習(xí)供求失衡和供過于求型的教師學(xué)習(xí)供求失衡。質(zhì)量失衡主要表現(xiàn)為教師學(xué)習(xí)供給的質(zhì)量不高,不能滿足教師對高質(zhì)量學(xué)習(xí)供給的需求。此外,質(zhì)量失衡還存在區(qū)域差異和校際差異。結(jié)構(gòu)失衡主要有兩種表現(xiàn)形式,即統(tǒng)一化的學(xué)習(xí)供給無法滿足教師差異性的學(xué)習(xí)需求、滯后的學(xué)習(xí)供給無法滿足新時期教師的學(xué)習(xí)需求。對小學(xué)初任教師學(xué)習(xí)需求與供給矛盾的調(diào)節(jié)要視不同情況具體分析。在數(shù)量方面,對于供不應(yīng)求型的教師學(xué)習(xí)供求矛盾的調(diào)節(jié),既需要政府要加大對教師學(xué)習(xí)的投資力度,還需要教育行政部門和學(xué)校加強對初任教師學(xué)習(xí)的重視程度。而對于供過于求型的教師學(xué)習(xí)供求矛盾的調(diào)節(jié),首先可以刪減不必要的教師學(xué)習(xí)供給,提高供給效率;其次需要不斷完善教師學(xué)習(xí)供給,刺激教師的學(xué)習(xí)需求。在質(zhì)量方面,教育行政部門和學(xué)校要加強對各類學(xué)習(xí)供給的監(jiān)督和考核,促使教師學(xué)習(xí)供給質(zhì)量的提高。此外,政府要統(tǒng)籌城鄉(xiāng)發(fā)展,合理配置教育資源以縮小區(qū)域或?qū)W校之間供給質(zhì)量的較大差距。在結(jié)構(gòu)方面,對于教師學(xué)習(xí)供求結(jié)構(gòu)矛盾的調(diào)節(jié),首先,要建立暢通的教師學(xué)習(xí)需求表達通道;其次,要實行差別化的教師學(xué)習(xí)供給;第三,要引導(dǎo)小學(xué)初任教師走向自我供給。
[Abstract]:With the national attention to the professional development of primary and secondary school teachers, the effectiveness of teachers' learning has been paid more and more attention. As the pioneer of the future education and the reserve force of the school development, the learning problem of the new teachers has been paid more and more attention. Teachers' learning is different from pure commercial activities, but it has the problem of demand and supply as well as other commodity production, and pursues the equilibrium of supply and demand. For the new teachers, whether their learning demand can be effectively supplied determines whether they can adapt to the teaching work as soon as possible, and then make a better transition to the mature teachers. Therefore, the study of learning demand and supply of new teachers has important practical significance. In this paper, the origin of the research, the literature review, the research design and the theoretical basis of the research are described, which lays a foundation for the later research. Secondly, through the method of questionnaire and interview, this paper investigates and analyzes the present situation of learning demand and supply of primary school teachers, which provides a realistic basis for the following inquiry into the contradiction between supply and demand of teachers' learning. Then, the paper analyzes the contradiction between the demand and supply of primary school teachers and explores the causes of the contradiction. Finally, according to the previous study, the paper puts forward the relevant countermeasures to adjust the contradiction between the learning demand and the supply of the primary school teachers, in order to improve the effectiveness of the primary school teachers' learning. It is found that there are some contradictions between the demand for learning and supply of primary school teachers, which are mainly manifested in quantity imbalance, quality imbalance and structural imbalance. There are two forms of quantity imbalance, that is, the imbalance of supply and demand of teachers' learning and the imbalance of supply and demand of teachers' learning. The quality imbalance mainly shows that the quality of teachers' learning supply is not high, which can not meet teachers' demand for high quality learning supply. In addition, there are regional differences and inter-school differences in the quality imbalance. There are two main forms of structural imbalance, that is, the unified supply of learning can not meet the learning demand of teachers' differences, and the lagging supply of learning can not meet the learning needs of teachers in the new period. The adjustment of the contradiction between learning demand and supply of primary school teachers should be analyzed according to different conditions. In terms of quantity, the adjustment of the contradiction between supply and demand for teachers who are in short supply requires the government to increase its investment in teacher learning, and the educational administrative departments and schools to pay more attention to the learning of new teachers. In order to adjust the contradiction between supply and demand of teachers who are in excess of supply and demand, we can first reduce the unnecessary supply of teachers' learning and improve the efficiency of supply; secondly, we need to improve the supply of teachers' learning to stimulate teachers' demand for learning. In terms of quality, the educational administrative departments and schools should strengthen the supervision and examination of the supply of all kinds of learning, and promote the improvement of the quality of teachers' supply of learning. In addition, the government should coordinate the development of urban and rural areas and rationally allocate educational resources in order to narrow the gap of supply quality between regions and schools. In terms of structure, to adjust the contradiction between the supply and demand of teachers' learning, first, to establish an unimpeded channel of expression of teachers' learning needs; secondly, to implement a differentiated supply of teachers' learning; and third, to implement a differentiated supply of teachers' learning needs. It is necessary to guide primary school teachers to self-supply.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G625.1

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