發(fā)布時(shí)間：2018-07-06 13:11

  本文選題：新手教師 + 特點(diǎn)�。� 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：近年來,新手教師或初任教師的問題受到各方關(guān)注,已成為教師教育研究的一個(gè)重要領(lǐng)域。其中一些研究是從教師的發(fā)展階段入手對(duì)新手教師進(jìn)行了描述,尤其國(guó)外已經(jīng)有了很多著名的研究成果,如傅樂的"教師關(guān)注階段論"、卡茨的"教師發(fā)展時(shí)期論"、伯頓的"教師發(fā)展階段論"、費(fèi)斯勒的"教師生涯循環(huán)論"、司德菲的"教師生涯發(fā)展模式"、休伯曼的"教師職業(yè)周期主題模式"等對(duì)新手教師的階段特征進(jìn)行了研究。但是中國(guó)有很多自己的文化特色和教育傳統(tǒng),比如特色的組織形式、教學(xué)要求、教師分層制度等。已有的研究,尤其是國(guó)外的研究,沒有考慮或結(jié)合中國(guó)特色,所以他們形成的新手教師階段的特征,對(duì)中國(guó)的新教師來說可能會(huì)存在差異,可能不能很好地在中國(guó)新教師中得到驗(yàn)證。所以本研究針對(duì)國(guó)外八個(gè)不同專家學(xué)者提出的教師發(fā)展階段中關(guān)于新手教師階段的特征進(jìn)行整理,總結(jié)出國(guó)外新手教師階段的特點(diǎn),然后考慮中國(guó)特色的文化和教育傳統(tǒng),在中國(guó)的新教師中進(jìn)行驗(yàn)證,看一看中國(guó)的新手教師在多大程度上可以再現(xiàn)了這些特征,又存在哪些差異,如果有所不同,中國(guó)的教育傳統(tǒng)是否可以解釋這種現(xiàn)象。圍繞研究的主要問題對(duì)九位教師進(jìn)行半結(jié)構(gòu)式訪談,每次訪談持續(xù)時(shí)間大約為60分鐘。通過對(duì)所搜集資料的整理分析發(fā)現(xiàn),中外的新手教師表現(xiàn)很多方面是一致的,如中外的新手教師都關(guān)注自己能否在新環(huán)境中生存,希望得到上級(jí)、同事和學(xué)生的接納,在教學(xué)過程中都會(huì)遇到各種各樣的失誤和課堂紀(jì)律問題等。同樣中外新手教師間的表現(xiàn)也存在差異之處,如國(guó)外的教師要關(guān)注班級(jí)的經(jīng)營(yíng)管理,而中國(guó)的普通任課教師不太關(guān)注此方面的問題,而是由兼任班主任職務(wù)的教師負(fù)責(zé)班集體的經(jīng)營(yíng)和管理。同時(shí)發(fā)現(xiàn),中國(guó)教育傳統(tǒng)對(duì)新手教師的適應(yīng)和發(fā)展具有一定的幫助和促進(jìn)作用,但是存在許多不容忽視的問題,不能為新手教師提供及時(shí)有效的幫助,如入職培訓(xùn)工作缺乏針對(duì)性和有效性,"師徒結(jié)對(duì)"效果不明顯,教師合作趨向形式化、表面化,中國(guó)特色激勵(lì)制度無論是榮譽(yù)制度還是職稱制度對(duì)新手教師的影響不大。為了新手教師踏入教學(xué)崗位時(shí)盡快適應(yīng)教師角色和學(xué)校的環(huán)境,順利渡過入職初期,成為一名熟練教師,學(xué)校應(yīng)該做出針對(duì)性強(qiáng)、務(wù)實(shí)的改善,有效提高中小學(xué)新手教師的適應(yīng)狀況,為新手教師順利渡過職業(yè)初期打下堅(jiān)實(shí)基礎(chǔ)。
[Abstract]:In recent years, the problem of novice teachers or new teachers has been concerned by all parties, and has become an important field of teacher education research. Some of the studies begin with the teacher's development stage and describe the novice teachers. Especially, there have been a lot of famous research results abroad. For example, Fu Le's "teacher attention stage", Katz's "teacher Development period", Burton's "teacher Development stage", Faessler's "teacher career cycle", Staffe's "teacher career Development Model", Huberman "Teaching" This paper studies the stage characteristics of novice teachers. However, China has its own cultural characteristics and educational traditions, such as special organizational form, teaching requirements, teacher stratification system and so on. Existing studies, especially those abroad, have not taken into account or combined with Chinese characteristics, so the characteristics of the novice teacher stage that they form may differ for new teachers in China. It may not be well tested among new teachers in China. Therefore, this study collates the characteristics of novice teacher stage proposed by eight foreign experts and scholars, summarizes the characteristics of foreign novice teacher stage, and then considers the culture and educational tradition with Chinese characteristics. To see to what extent the new teachers in China can reproduce these characteristics, and what differences exist, and if not, whether the Chinese educational tradition can explain this phenomenon. A semi-structured interview was conducted with nine teachers around the main questions of the study. The duration of each interview was about 60 minutes. Through the analysis of the collected data, it is found that the novice teachers at home and abroad are consistent in many aspects. For example, the novice teachers at home and abroad are concerned about whether they can survive in the new environment and hope to be accepted by their superiors, colleagues and students. In the process of teaching will encounter a variety of mistakes and classroom discipline problems and so on. There are also differences in the performance of novice teachers at home and abroad. For example, foreign teachers should pay attention to the management of classes, while ordinary Chinese teachers do not pay much attention to this aspect. Instead, the teacher who holds the post of head teacher is responsible for the management and management of the class collective. At the same time, it is found that Chinese educational tradition can help and promote the adaptation and development of novice teachers to a certain extent, but there are many problems that can not be ignored and can not be provided with timely and effective help for novice teachers. Such as the lack of pertinence and effectiveness, the effect of "teacher and apprentice pairing" is not obvious, the teacher cooperation tends to be formalized and superficial, and the incentive system with Chinese characteristics has little influence on novice teachers, no matter it is honor system or title system. In order for novice teachers to adapt themselves to the role of teachers and the environment of the school as soon as possible when they enter teaching posts, and to smoothly cross the initial stage of entry and become a skilled teacher, the school should make targeted and pragmatic improvements. It can effectively improve the adaptability of novice teachers in primary and secondary schools, and lay a solid foundation for novice teachers to get through the early stage of their careers.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G625.1

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本文編號(hào)：2102887