本文選題：小學(xué)教師 + 自我管理　； 參考：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：教師自我管理指的是在教育制度和學(xué)校管理下,教師符合道德規(guī)范的、自覺(jué)、自發(fā)和自愿為之負(fù)責(zé)任的實(shí)行教育教學(xué)活動(dòng)以及學(xué)習(xí)活動(dòng)的行為。它能夠有效促進(jìn)個(gè)體教師的成長(zhǎng),推動(dòng)基礎(chǔ)教育改革進(jìn)展,對(duì)學(xué)生的發(fā)展來(lái)說(shuō)也間接地起著重要作用。教師是學(xué)校發(fā)展的最重要的因素,因此,學(xué)校在管理過(guò)程中都把教師擺在突出的位置上。然而,目前小學(xué)教師在自我管理過(guò)程中存在著諸多問(wèn)題,已經(jīng)成為目前教育教學(xué)實(shí)踐中必須思考和亟待解決的最重要問(wèn)題之一。本研究分為四個(gè)部分。第一個(gè)部分主要闡述該研究的背景、內(nèi)容、研究方法、文獻(xiàn)綜述、相關(guān)概念與理論基礎(chǔ)。第二部分分析了小學(xué)教師自我管理能力的現(xiàn)狀。研究中主要采用問(wèn)卷調(diào)查法,選取了大連市西崗區(qū)八所不同層次的小學(xué)教師作為調(diào)查對(duì)象,采用自編“小學(xué)教師自我管理現(xiàn)狀調(diào)查問(wèn)卷”,共發(fā)放問(wèn)卷400份,收回有效問(wèn)卷325份。第三部分總結(jié)出小學(xué)教師自我管理過(guò)程中存在的問(wèn)題和成因。研究中配以訪談法,對(duì)個(gè)別教師進(jìn)行訪談,針對(duì)小學(xué)教師自我管理現(xiàn)狀中的問(wèn)題及原因進(jìn)行深入的分析。得到以下結(jié)論:教師忽視師德重要性、教師缺乏明確自評(píng)目標(biāo)、教師缺少科研時(shí)間與精力、教師缺少自主學(xué)習(xí)主動(dòng)性、教師自身專(zhuān)業(yè)發(fā)展受外界因素制約。第四部分針對(duì)相關(guān)問(wèn)題提出了一些合理化的建議:加強(qiáng)教師隊(duì)伍的師德建設(shè);建立科學(xué)的自我管理體系;創(chuàng)設(shè)教師科研學(xué)習(xí)的時(shí)間與氛圍;激發(fā)小學(xué)教師自我管理的內(nèi)驅(qū)力;教育相關(guān)部門(mén)提供幫助與支持。
[Abstract]:Teachers' self-management refers to the moral, voluntary, voluntary and responsible implementation of educational and learning activities under the educational system and school management. It can effectively promote the growth of individual teachers, promote the progress of basic education reform, and indirectly play an important role in the development of students. Teachers are the most important factors in the development of schools. However, at present, there are many problems in the process of self-management of primary school teachers, which have become one of the most important problems that must be considered and solved urgently in the current educational practice. This research is divided into four parts. The first part mainly describes the background, content, research methods, literature review, related concepts and theoretical basis. The second part analyzes the present situation of primary school teachers' self-management ability. In the research, the author mainly adopts the method of questionnaire, selects eight primary school teachers of different levels in Xigang district of Dalian as the object of investigation, and adopts the questionnaire of self-management of primary school teachers, which is composed of 400 questionnaires. 325 valid questionnaires were collected. The third part summarizes the problems and causes in the process of primary school teachers' self-management. In this study, the author used interview method to interview individual teachers, and analyzed the problems and causes of primary school teachers' self-management. The conclusions are as follows: teachers ignore the importance of teachers' ethics, teachers lack clear self-evaluation goals, teachers lack of time and energy for scientific research, teachers lack initiative of autonomous learning, and teachers' own professional development is restricted by external factors. The fourth part puts forward some reasonable suggestions for the related problems: strengthening the construction of teachers' ethics, establishing a scientific self-management system, creating the time and atmosphere of teachers' scientific research study, stimulating the internal drive of primary school teachers' self-management; Education related departments to provide assistance and support.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G625.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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本文編號(hào)：1956876