本文選題：鄉(xiāng)村小學(xué)教師 + 教學(xué)負(fù)荷�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：鄉(xiāng)村教師是農(nóng)村教育的有力支撐,起著中流砥柱的作用,同時(shí)也承擔(dān)著來(lái)自工作上的教學(xué)負(fù)荷。近年來(lái),我們國(guó)家越來(lái)越重視農(nóng)村教育,頒布了多項(xiàng)有關(guān)農(nóng)村教師和農(nóng)村教育的相關(guān)政策和規(guī)定。為進(jìn)一步了解鄉(xiāng)村小學(xué)教師這一群體,我們需要從理論和實(shí)踐這兩個(gè)層面對(duì)其進(jìn)行考察和分析。本文通過(guò)調(diào)查問(wèn)卷的形式對(duì)濟(jì)南、菏澤、棗莊、濱州和青島等地進(jìn)行調(diào)查,主要調(diào)查了鄉(xiāng)村小學(xué)教師教學(xué)負(fù)荷的現(xiàn)狀,具體包括對(duì)教師課時(shí)量、備課節(jié)數(shù)、聽(tīng)評(píng)課節(jié)數(shù)、批改作業(yè)數(shù)量以及教研的時(shí)間和次數(shù)五個(gè)方面。結(jié)合國(guó)家或省教育部門(mén)的文件,表明鄉(xiāng)村教師的課時(shí)量、備課節(jié)數(shù)、聽(tīng)評(píng)課數(shù)、批改作業(yè)的數(shù)量超過(guò)國(guó)家相關(guān)標(biāo)準(zhǔn),教研的時(shí)間和次數(shù)符合國(guó)家相關(guān)標(biāo)準(zhǔn)。從而得出,總體上來(lái)講,鄉(xiāng)村小學(xué)教師教學(xué)負(fù)荷較重。為進(jìn)一步了解鄉(xiāng)村教師教學(xué)負(fù)荷現(xiàn)狀,分析了在不同經(jīng)濟(jì)發(fā)展水平地區(qū)、不同學(xué)科、不同教齡教師的教學(xué)負(fù)荷情況,并得出以下結(jié)論:經(jīng)濟(jì)欠發(fā)達(dá)地區(qū)的鄉(xiāng)村小學(xué)教師課時(shí)量偏多,班主任教師課時(shí)量比非班主任教師課時(shí)量多;承擔(dān)語(yǔ)數(shù)外學(xué)科教師備課數(shù)多于其他學(xué)科教師的備課數(shù);新教師聽(tīng)評(píng)課節(jié)數(shù)多于老教師聽(tīng)評(píng)課節(jié)數(shù);語(yǔ)文和數(shù)學(xué)學(xué)科作業(yè)批改數(shù)量高于其他學(xué)科作業(yè)批改數(shù);鄉(xiāng)村小學(xué)教師教研時(shí)間和次數(shù)基本符合相關(guān)標(biāo)準(zhǔn),不存在明顯的地域差異。在調(diào)查的基礎(chǔ)上,同時(shí)借助訪談和觀察進(jìn)一步分析了影響鄉(xiāng)村小學(xué)教師教學(xué)負(fù)荷的因素。其中,主要包括以下五個(gè)方面:鄉(xiāng)村小學(xué)師資匱乏,教師評(píng)價(jià)體系單一,部分小學(xué)班額較大,鄉(xiāng)村留守兒童基礎(chǔ)薄弱,家校之間合作不通暢。本文對(duì)鄉(xiāng)村小學(xué)教師教學(xué)負(fù)荷的思考和建議主要有:加強(qiáng)鄉(xiāng)村教師支持力度,主動(dòng)建立多元評(píng)價(jià)機(jī)制,落實(shí)教育政策破解大班額難題,引導(dǎo)鄉(xiāng)村教師自我發(fā)展,推動(dòng)并且優(yōu)化家校合作。
[Abstract]:Rural teachers are the strong support of rural education, play the role of mainstay, but also bear the teaching load from work. In recent years, our country pays more and more attention to rural education, promulgates many related policies and regulations about rural teachers and rural education. In order to further understand the group of rural primary school teachers, we need to investigate and analyze them from the two aspects of theory and practice. Based on the investigation of Jinan, Heze, Zaozhuang, Binzhou and Qingdao, this paper mainly investigates the present situation of teachers' teaching load in rural primary schools, including the quantity of class hours, the number of lesson preparation sessions, the number of listening and evaluating lessons, etc. Correction of the number of assignments and teaching and research time and number of five aspects. Combined with the documents of the national or provincial educational departments, it shows that the number of class hours, the number of lesson preparation sessions, the number of listening and evaluating lessons, the number of correcting assignments exceed the relevant national standards, and the time and times of teaching and research conform to the relevant national standards. As a result, overall speaking, rural primary school teachers have a heavy teaching load. In order to further understand the current situation of rural teachers' teaching load, this paper analyzes the situation of teachers' teaching load in different areas with different economic development levels, different disciplines and different teaching ages. The following conclusions are drawn: the rural primary school teachers in underdeveloped areas have more class hours, more class teachers than non-class teachers, more teachers preparing lessons outside the language number than the teachers of other subjects; The number of new teachers listening and evaluating courses is more than that of old teachers; the number of Chinese and mathematics homework correction is higher than that of other subjects; the teaching and research time and times of rural primary school teachers basically accord with the relevant standards, and there is no obvious regional difference. On the basis of the investigation, the factors influencing the teachers' teaching load in rural primary schools are further analyzed by means of interviews and observations. Among them, it mainly includes the following five aspects: lack of teachers in rural primary schools, single teacher evaluation system, large class size in some primary schools, weak foundation of rural left-behind children, and poor cooperation between home and school. This paper gives some suggestions on the teaching load of rural primary school teachers: strengthening the support of rural teachers, establishing multiple evaluation mechanisms, implementing educational policies to solve the problem of large class size, and guiding rural teachers to develop themselves. Promote and optimize home-school cooperation.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G625.1

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