本文關(guān)鍵詞：校本理念下教師專(zhuān)業(yè)發(fā)展多元策略的研究　出處：《河北師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：現(xiàn)在,新一輪的基礎(chǔ)教育課程改革對(duì)于教育教學(xué)質(zhì)量提出了新的要求,這個(gè)要求,可以說(shuō)是更高的要求。面對(duì)課程改革和發(fā)展的必然趨勢(shì),教師的專(zhuān)業(yè)化成長(zhǎng)成為一種迫切的需要,因?yàn)檫@不僅關(guān)系著教育事業(yè)的發(fā)展,同時(shí)也關(guān)系著教師的個(gè)人發(fā)展需要。在多年的小學(xué)教育教學(xué)實(shí)踐中,以教師一線工作為研究基礎(chǔ),以學(xué)�，F(xiàn)實(shí)工作為研究藍(lán)本,大力開(kāi)展基于本校的教師專(zhuān)業(yè)發(fā)展多元策略的研究,通過(guò)摸索與嘗試,初步探索出具有學(xué)校特色、適合現(xiàn)代化教育發(fā)展需要的教師專(zhuān)業(yè)發(fā)展道路。本文對(duì)研究過(guò)程中促進(jìn)教師專(zhuān)業(yè)發(fā)展的多元化策略進(jìn)行了全面、詳實(shí)的論述,具有一定的理論性和可操作性,主要內(nèi)容包括以下幾方面:首先,闡明教師專(zhuān)業(yè)發(fā)展規(guī)劃的制定在教師專(zhuān)業(yè)發(fā)展中的作用,講述學(xué)校和教師兩個(gè)層面如何進(jìn)行規(guī)劃設(shè)計(jì)。其中包含宏觀層面的教師專(zhuān)業(yè)發(fā)展規(guī)劃的意義、理念、目標(biāo)保障,也有比較具體的教師專(zhuān)業(yè)發(fā)展意識(shí)的喚醒、自我評(píng)估體系制定、教師的梯隊(duì)建設(shè)及發(fā)展平臺(tái)如何搭建等內(nèi)容。制定發(fā)展規(guī)劃,學(xué)校層面應(yīng)本著“立足校本、基于問(wèn)題、重在發(fā)展、走向共生”的理念,按照學(xué)校各個(gè)層面的需求,規(guī)劃出預(yù)期達(dá)成的目標(biāo),建立和完善教師專(zhuān)業(yè)發(fā)展學(xué)校建設(shè)的管理運(yùn)行機(jī)制。教師層面應(yīng)充分做好相關(guān)學(xué)習(xí)準(zhǔn)備,做好自我定位與素質(zhì)分析,將重點(diǎn)定位在進(jìn)一步提高教育能力、教學(xué)能力、科研能力上。通過(guò)整體的規(guī)劃設(shè)計(jì),擬定教師發(fā)展的方向與目標(biāo),設(shè)計(jì)開(kāi)展問(wèn)題研究、行動(dòng)研究等策略方式,在教育研究和教育實(shí)踐中提升教師的創(chuàng)新能力、道德力量、教育智慧以及反思能力。其次,論述了以校本研修為載體的教師專(zhuān)業(yè)發(fā)展策略。在學(xué)校的日常教學(xué)中,校本研修是最基本、也是最有效的教師專(zhuān)業(yè)發(fā)展途徑。校本研修是指以校為本的培訓(xùn)和教研活動(dòng),包括校本研修、學(xué)習(xí)培訓(xùn)、行動(dòng)研究等比較實(shí)用而又系統(tǒng)的研究策略。校本研修中,最重要的就是把立足點(diǎn)定位在明確研修目標(biāo)、優(yōu)化研修內(nèi)容,開(kāi)放研修主體、拓展研修形式上,通過(guò)具體的教學(xué)實(shí)踐活動(dòng),探索出適合教師發(fā)展的具有專(zhuān)業(yè)特點(diǎn)的途徑和方法,形成學(xué)校規(guī)范完整的校本研修新模式。校本研修制度化、課例研究使校本研修常態(tài)化、“草根課題研究法”使校本研修科研化、讀書(shū)反思提升研修內(nèi)涵、自我反思使校本研修深入化、學(xué)習(xí)為校本研修帶來(lái)源頭活水、視導(dǎo)聽(tīng)課使校本研修有效化、假期加油站使校本研修集中化,這都是學(xué)校專(zhuān)業(yè)發(fā)展的有力支撐,更是需要反復(fù)實(shí)踐、不斷觀察分析、不斷地進(jìn)行反思與修正的過(guò)程。接下來(lái),文章對(duì)現(xiàn)在教師專(zhuān)業(yè)發(fā)展存在的主要問(wèn)題,做出了理性的思考和探討。目前,教師專(zhuān)業(yè)發(fā)展存在的主要問(wèn)題有:對(duì)教師專(zhuān)業(yè)發(fā)展概念理解不清、教師專(zhuān)業(yè)化發(fā)展缺乏整體設(shè)計(jì)、教師專(zhuān)業(yè)化的現(xiàn)實(shí)與理想差距較大、內(nèi)在的片面認(rèn)識(shí)制約了教師專(zhuān)業(yè)發(fā)展速度、評(píng)價(jià)的功利性阻礙了教師專(zhuān)業(yè)發(fā)展等現(xiàn)實(shí)的客觀問(wèn)題。針對(duì)這些問(wèn)題,本文從教師專(zhuān)業(yè)發(fā)展團(tuán)隊(duì)建設(shè)和學(xué)校文化的形成等幾個(gè)角度提出了改進(jìn)建議,基于學(xué)校,為了學(xué)校,從學(xué)校出發(fā),尋求以組織發(fā)展為核心的團(tuán)隊(duì)建設(shè)是教師專(zhuān)業(yè)發(fā)展的高品質(zhì)高水準(zhǔn)的發(fā)展趨向。此外,將專(zhuān)業(yè)文化具體化、課程化、將研究過(guò)程系列化等都是促進(jìn)教師專(zhuān)業(yè)發(fā)展建設(shè)的有效途徑。教師的專(zhuān)業(yè)發(fā)展是一項(xiàng)重要的工程,本文深入領(lǐng)會(huì)了教師專(zhuān)業(yè)發(fā)展的價(jià)值和內(nèi)涵,對(duì)于以校為本管理體系進(jìn)行系統(tǒng)優(yōu)化,對(duì)于實(shí)現(xiàn)教師專(zhuān)業(yè)發(fā)展多元策略進(jìn)行全面挖掘,構(gòu)建適應(yīng)教師專(zhuān)業(yè)發(fā)展的良性環(huán)境,充分激發(fā)教師專(zhuān)業(yè)發(fā)展的潛能,進(jìn)一步促進(jìn)教師專(zhuān)業(yè)的可持續(xù)發(fā)展,進(jìn)而促進(jìn)學(xué)校的整體發(fā)展。
[Abstract]:Now, a new round of basic education curriculum reform puts forward new requirements for education, the teaching quality of this requirement, can be said to be higher requirements. In the face of the inevitable trend of curriculum reform and development, teachers' professional development has become an urgent need, because it is not only related with the development of education, at the same time also the relationship between the needs of the personal development of teachers. In the years of primary school education and teaching practice, the teachers working in the school based on the practical work blueprint for the study, vigorously carry out the multi strategies of Teacher Professional Development Research Based on the school, through the exploration and attempt of exploring with school characteristics, suitable for the development of modern education the teachers' professional development path. The diversification strategies of promoting teacher professional development in the process of research conducted a comprehensive and detailed discussion, has certain theory and operation And the main contents include the following several aspects: firstly, clarify the teachers' professional development planning in the professional development of teachers, schools and teachers about two aspects of how to design the program. The teachers include macro level professional development planning concept, significance, target security, has awakened the consciousness of teachers' professional development more specific the self evaluation system is made, how to build echelon construction and development platform of teachers and so on. Development planning, school level should be "focuses on the development of school-based, based on the problem, go to the symbiosis" concept, in accordance with all aspects of schools demand planning is expected to reach a goal, establish the operation mechanism and management perfect the construction of teachers' professional development schools. Teachers should fully make learning preparation, good self positioning and quality analysis, will focus on further improving the positioning Education ability, teaching ability, scientific research ability. Through the overall planning and design, and designed the teacher development direction, problem research design, action research strategy, enhance teachers' innovation ability in educational research and educational practice in moral education strength, wisdom and ability of reflection. Secondly, discusses the school-based as the carrier of the training strategy of teachers' professional development. The daily teaching in school, school-based training is the most basic, the professional development of teachers is the most effective way. The school-based training refers to the school-based training and research activities, including school-based training, training, strategy of action research and practical school-based system. In the study, the most important is to base on the clear training objectives, optimize training content, open training subject, expand training form, through the concrete teaching practice, explore Ways and methods of professional characteristics for teachers' development, the formation of a new mode of school-based training school norms. Complete school-based training system, so that the lesson study normal school-based research, "the school-based research scientific research method of grassroots project, enhance the connotation of reading reflection training, self reflection to school-based research in-depth, learning to bring for springhead school-based training, supervision classes so that effective school-based training, school-based training make holiday gas station centralized, which is a strong support for professional development in schools, is the need for repeated practice, continuous observation analysis, continue to carry out the process of reflection and correction. Then, the main problems of the present teachers' professional development and make a rational thinking and discussion. At present, the main problems of teachers' Professional Development: to understand the concept of teacher professional development, teacher professional development lack of the whole The body design, the gap between the ideal and reality of teacher professionalization is larger, the inner one-sided understanding of teachers' professional development speed restriction, utilitarian evaluation hinders the professional development of teachers and other objective reality. To solve these problems, this article from the construction of teachers' professional development team and the formation of school culture aspects and puts forward some improvement suggestions, based on the school, for the school, starting from the school, seeking to organizational development as the core of the team construction is the trend of teachers' professional development of high quality and high level of development. In addition, the professional culture specific, of course, will study the process of serialization are effective ways to promote the construction of teachers' professional development. Teachers' professional development is one of the most important works, this paper thoroughly understand the value and connotation of the professional development of teachers, the school based management system optimization, to achieve the professional development of Teachers We should comprehensively explore various strategies to build a benign environment for teachers' professional development, fully stimulate the potential of teachers' professional development, further promote the sustainable development of teachers' specialties, and further promote the overall development of schools.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G451

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