【摘要】：小學(xué)教師,作為基礎(chǔ)教育的一個(gè)特殊的群體,既是兒童心靈的啟蒙者,又是智慧的開(kāi)拓者,還是兒童心靈的陶冶者,對(duì)兒童的一生有著重大影響。小學(xué)教師需要從各方面促進(jìn)兒童的自我發(fā)展,當(dāng)今教育呼喚要培養(yǎng)出“自主型”的學(xué)習(xí)者,那實(shí)施教育的必須是“自主型”的教師。自主是個(gè)體重要的人格特質(zhì)和基本的心理需要,普遍被認(rèn)為與個(gè)體自我的發(fā)展密切相關(guān)。教師工作自主性是指教師在職業(yè)活動(dòng)和專業(yè)發(fā)展過(guò)程按自己意愿行事的能力,它反映的是教師在課堂教學(xué)、課程開(kāi)發(fā)、學(xué)校運(yùn)作模式和職業(yè)發(fā)展等方面,能夠有效擺脫外在條件的束縛和壓力的干擾,根據(jù)自我意愿和內(nèi)在價(jià)值標(biāo)準(zhǔn),獨(dú)立做出判斷和選擇,并在教育教學(xué)實(shí)踐中加以執(zhí)行且為之負(fù)責(zé)的內(nèi)在心理品質(zhì)。已有研究表明,教師工作自主性的水平不僅關(guān)系到教師個(gè)體的健康發(fā)展,還能預(yù)測(cè)其職業(yè)水平的高低,關(guān)系到培養(yǎng)自主學(xué)習(xí)者教育目標(biāo)的實(shí)現(xiàn)。教師在課堂教學(xué)與專業(yè)發(fā)展中都需要賦予更多自主性發(fā)展的機(jī)會(huì),只有這樣才有利于挖掘教師創(chuàng)造的潛能,激發(fā)工作積極性,不斷提升教學(xué)質(zhì)量。反之,小學(xué)教師工作自主性的缺乏不僅影響著受教育者一生的良好習(xí)慣與品質(zhì)的形成,而且會(huì)直接影響教育管理體制改革的不斷推進(jìn)及教師個(gè)人的身心健康。本研究以包頭市東河區(qū)小學(xué)教師為研究對(duì)象。通過(guò)訪談、觀察以及實(shí)物搜集的研究方法,歸納出小學(xué)教師工作自主性缺乏的表現(xiàn)特征,并分析其產(chǎn)生的主要原因,進(jìn)而提出相應(yīng)的具有實(shí)際可行性操作的對(duì)策。本文主要包括四大部分:第一部分:問(wèn)題的提出。主要分析與闡述本論文的研究背景、研究問(wèn)題、研究意義及研究方法。第二部分:問(wèn)題與成因。主要從小學(xué)教師工作缺乏的具體表現(xiàn)及形成原因兩個(gè)方面進(jìn)行描述與分析。第三部分:討論與對(duì)策。概括歸納出小學(xué)教師工作自主性缺乏的對(duì)策,從教師層面、學(xué)校層面、社會(huì)層面進(jìn)行三個(gè)層面提出可行性建議。
[Abstract]:Primary school teachers, as a special group of basic education, are both the enlightenment of the child's heart, the exploiter of the wisdom, or the children's mind, and has a great influence on the life of the children. The primary school teachers need to promote the self-development of the children from all aspects, and today's education calls for the development of the "autonomous type" 's learners, which must be the teachers of the "autonomous type". The autonomy is the individual's important personality and basic psychological needs, and is generally considered to be closely related to the individual's self-development. The autonomy of teachers' work is the ability of the teachers to act on their own will in the process of professional activity and professional development, and it reflects the teachers' ability to get rid of the constraints of external conditions and the interference of pressure in the aspects of classroom teaching, curriculum development, school operation mode and career development. According to the self-will and the internal value standard, the independent decision and choice are made, and the internal psychological quality that is carried out in the teaching practice of education and is responsible for it. The research shows that the level of teacher's work autonomy is not only related to the healthy development of the individual, but also can predict the level of its occupation, and the realization of the education target of the learner. In the classroom teaching and professional development, the teacher needs to give more autonomy to the development of the opportunity, only in this way is the development of the potential of the teacher creation, the enthusiasm of the work and the continuous improvement of the teaching quality. On the other hand, the lack of primary school teachers' work autonomy not only affects the formation of good habits and quality of the educatee's life, but also directly influences the continuous advancement of the educational management system and the physical and mental health of the teachers. The purpose of this study is to study the primary school teachers in the Donghe district of Baotou. Through the interview, observation and the research method of the in-kind collection, the performance characteristics of the primary school teachers' work autonomy are summarized, and the main reasons for their production are analyzed, and the corresponding countermeasures with practical feasibility are put forward. This paper mainly includes four parts: the first part: the question. This paper mainly analyzes and expounds the research background, research question, research significance and research method of this thesis. The second part: the problem and the cause. The main part is to describe and analyze the concrete performance and the cause of the lack of the primary school teachers' work. The third part: the discussion and the countermeasure. The paper sums up the countermeasures of the lack of the work autonomy of primary school teachers, and puts forward the feasible suggestions from the aspect of the teacher, the school level and the social level.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G625.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊寶忠;;小學(xué)教師敬業(yè)度影響因素實(shí)證研究[J];心理與行為研究;2015年03期

2 姚計(jì)海;;中小學(xué)教師教學(xué)自主性特點(diǎn)的實(shí)證研究[J];教師教育研究;2014年06期

3 郭成;唐海鵬;孟曉磊;李振興;;中小學(xué)教師自主性發(fā)展及其與工作績(jī)效的關(guān)系[J];西南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2014年03期

4 高媛;;專業(yè)化背景下中小學(xué)教師自主學(xué)習(xí)能力發(fā)展策略探究[J];陜西學(xué)前師范學(xué)院學(xué)報(bào);2014年02期

5 董銀銀;姬會(huì)會(huì);;中小學(xué)教師專業(yè)發(fā)展的自主性研究[J];信陽(yáng)師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2010年05期

6 姚計(jì)海;申繼亮;;教師教學(xué)自主性問(wèn)卷的編制與修訂[J];心理發(fā)展與教育;2010年03期

7 王緯虹;張波;鄧建中;肖紅;;小學(xué)教師專業(yè)發(fā)展中的結(jié)構(gòu)性問(wèn)題及其對(duì)策[J];教育導(dǎo)刊;2008年05期

8 肖建勇;;小學(xué)教師自主發(fā)展現(xiàn)狀調(diào)查分析[J];成都大學(xué)學(xué)報(bào)(教育科學(xué)版);2008年02期

9 董山民;;康德“自主性”概念及其超越[J];中南大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年06期

10 蘇尚鋒;;個(gè)體與組織:教師自主性的二重維度[J];教師教育研究;2007年06期

相關(guān)重要報(bào)紙文章 前1條

1 戚群;李建平;;新課改推動(dòng)教師走校本教研之路[N];中國(guó)教育報(bào);2003年

相關(guān)博士學(xué)位論文 前2條

1 唐海朋;中小學(xué)教師自主研究[D];西南大學(xué);2014年

2 金美福;教師自主發(fā)展論[D];東北師范大學(xué);2003年

相關(guān)碩士學(xué)位論文 前4條

1 孟曉磊;中小學(xué)教師自主性的發(fā)展特點(diǎn)及其與工作績(jī)效的關(guān)系研究[D];西南大學(xué);2010年

2 李穎;小學(xué)教師心理幸福感及其影響因素的相關(guān)研究[D];曲阜師范大學(xué);2009年

3 肖建勇;小學(xué)教師自主發(fā)展問(wèn)題研究[D];西南大學(xué);2006年

4 劉琳;都江堰市中小學(xué)教師隊(duì)伍現(xiàn)狀調(diào)查與SWOT分析[D];四川師范大學(xué);2005年

，

本文編號(hào)：2506554