本文選題：小學(xué)教師 + 教師學(xué)習(xí)�。� 參考：《浙江師范大學(xué)》2015年碩士論文

【摘要】：教師學(xué)習(xí)研究至今,取得的研究成果不可謂不豐碩,但同時也顯現(xiàn)出了一定的不足。為了更好的促進(jìn)教師成長,改變當(dāng)前教師學(xué)習(xí)困境,教師生態(tài)學(xué)習(xí)應(yīng)運(yùn)而生。本研究通過對小學(xué)教師生態(tài)學(xué)習(xí)現(xiàn)狀的調(diào)查,了解當(dāng)前小學(xué)教師生態(tài)學(xué)習(xí)的不足之處并進(jìn)行原因分析,進(jìn)而提出相應(yīng)的改進(jìn)小學(xué)教師生態(tài)學(xué)習(xí)的建議。研究主要從如下四個部分進(jìn)行論述。第一部分主要論述小學(xué)教師生態(tài)學(xué)習(xí)的影響因素。從教師自身(內(nèi)因)和外部環(huán)境(外因)兩個方面展開論述,以此奠定了全文的維度分析框架。教師自身是影響學(xué)習(xí)的核心因素,教師的態(tài)度、動機(jī)、方式及對內(nèi)容的需求構(gòu)成了小學(xué)教師生態(tài)學(xué)習(xí)的核心層系統(tǒng)。環(huán)境因素也因與教師的密切程度不同可劃分為包含學(xué)校、同事和學(xué)生等因素的內(nèi)層系統(tǒng)、涉及專家、學(xué)者、家庭和學(xué)生家長的外層系統(tǒng)以及包含教育政策、經(jīng)濟(jì)環(huán)境和社會價值觀念的社會大背景。第二部分是小學(xué)教師生態(tài)學(xué)習(xí)的現(xiàn)狀調(diào)查及分析。通過對162位小學(xué)教師回答的問卷進(jìn)行數(shù)據(jù)分析,并結(jié)合多位小學(xué)教師的訪談分析,得出小學(xué)教師學(xué)習(xí)現(xiàn)狀并不樂觀。第三部分是對第二部分出現(xiàn)的問題進(jìn)行原因分析。原因總體歸納為兩方面：一方面是小學(xué)教師學(xué)習(xí)主體性的遮蔽。主要表現(xiàn)在小學(xué)教師學(xué)習(xí)的內(nèi)在動力不足、學(xué)習(xí)內(nèi)容的自主選擇性小、學(xué)習(xí)方式僵化、學(xué)習(xí)時間和學(xué)習(xí)計劃性的欠缺上。另一方面是小學(xué)教師學(xué)習(xí)外在支持局限。具體表現(xiàn)為學(xué)校文化環(huán)境有待改進(jìn)、學(xué)習(xí)共同體功能受限、專家學(xué)者的指導(dǎo)缺失、家庭與工作的關(guān)系矛盾以及社會文化因素的負(fù)面影響。第四部分則針對原因提出相應(yīng)的改進(jìn)建議。內(nèi)在上,回歸生命化本質(zhì),尊重教師生命意義。這就要求小學(xué)教師學(xué)習(xí)要轉(zhuǎn)變思維方式、內(nèi)容設(shè)計多樣化、創(chuàng)新教師學(xué)習(xí)方式、進(jìn)行有效學(xué)習(xí)。外在上,改善教師學(xué)習(xí)生態(tài)系統(tǒng),促進(jìn)教師生態(tài)學(xué)習(xí)發(fā)展,主要是改進(jìn)學(xué)校文化環(huán)境、構(gòu)建“活”的校內(nèi)教師學(xué)習(xí)共同體以及加強(qiáng)教師與專家、學(xué)者的深入聯(lián)系等方面。
[Abstract]:So far, the research achievements made by teachers are not only abundant, but also show some shortcomings. In order to better promote teacher growth and change the current teacher learning dilemma, teacher ecological learning emerged as the times require. Based on the investigation of the present situation of primary school teachers' ecological learning, this study finds out the deficiency of primary school teachers' ecological learning and analyzes the causes, and then puts forward the corresponding suggestions for improving primary school teachers' ecological learning. The research is mainly discussed from the following four parts. The first part mainly discusses the influence factors of primary school teachers' ecological learning. From the teachers themselves (internal cause) and the external environment (external factors) two aspects of the discussion, to lay a full text of dimensional analysis framework. Teachers themselves are the core factors affecting learning. Teachers' attitude, motivation, ways and demand for content constitute the core system of primary school teachers' ecological learning. Environmental factors, depending on their degree of closeness with teachers, can also be divided into inner systems that include factors such as schools, colleagues and students, outer systems involving experts, academics, families and parents of students, as well as educational policies, The social background of economic environment and social values. The second part is the investigation and analysis of primary school teachers' ecological learning. Based on the data analysis of 162 primary school teachers' questionnaire and the interview of many primary school teachers, it is concluded that the present situation of primary school teachers' learning is not optimistic. The third part is to analyze the causes of the problems in the second part. The reasons are summed up in two aspects: one is the shelter of primary school teachers' learning subjectivity. It is mainly reflected in the lack of internal motivation of primary school teachers, the small autonomy and selectivity of learning content, the inflexibility of learning methods, the lack of learning time and learning planning. On the other hand, the external support of primary school teachers is limited. The concrete manifestation is that the school cultural environment needs to be improved, the function of learning community is limited, the guidance of experts and scholars is lacking, the relationship between family and work is contradictory, and the negative influence of social and cultural factors. The fourth part puts forward the corresponding improvement suggestions for the reasons. Internally, return to the essence of life, respect the significance of teachers' life. This requires primary school teachers to change their ways of thinking, design various contents, innovate their learning methods and learn effectively. Externally, improving the teacher learning ecosystem and promoting the development of teachers' ecological learning mainly include improving the school culture environment, constructing a "living" school teacher learning community, and strengthening the deep connection between teachers and experts, scholars and so on.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 徐麗華,吳文勝;教師的專業(yè)成長組織:教師協(xié)作學(xué)習(xí)共同體[J];教師教育研究;2005年05期

2 傅建明;;校本自主督導(dǎo):一種教師教育模式[J];教育理論與實踐;2006年05期

3 林正范;;論生態(tài)取向教師學(xué)習(xí)的校園環(huán)境特征[J];教育研究;2012年09期

4 張永;;變革性學(xué)習(xí)理論及其對教師學(xué)習(xí)研究的啟示[J];當(dāng)代教師教育;2013年01期

相關(guān)碩士學(xué)位論文 前1條

1 孫福海;關(guān)于教師學(xué)習(xí)的理論與調(diào)查研究[D];華南師范大學(xué);2005年

，

本文編號：2022799