本文關(guān)鍵詞： 農(nóng)村教師 教師學(xué)習(xí) 問題 改進(jìn)策略　出處：《西北師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

【摘要】：教師學(xué)習(xí)之所以成為教育理論研究者和學(xué)校教育實(shí)踐者關(guān)注的焦點(diǎn),是因?yàn)榻處熤挥型ㄟ^不斷的學(xué)習(xí)才能促進(jìn)專業(yè)發(fā)展,才能夠更好地促進(jìn)學(xué)生的學(xué)習(xí)和發(fā)展。在幅員遼闊、學(xué)生眾多的農(nóng)村地區(qū),由于受到社會(huì)、經(jīng)濟(jì)、文化、教育發(fā)展水平等諸多因素的影響,農(nóng)村地區(qū)教師的專業(yè)化水平偏低。與此同時(shí),農(nóng)村教師學(xué)習(xí)的活動(dòng)效果不佳,教師的在職學(xué)習(xí)對教師專業(yè)發(fā)展的促進(jìn)作用有限。 本研究采用主要采用問卷調(diào)查法和訪談法相結(jié)合的研究方式對農(nóng)村教師學(xué)習(xí)的現(xiàn)狀進(jìn)行調(diào)查,研究的主要問題主要包括:教師學(xué)習(xí)具有怎樣的特性;農(nóng)村教師學(xué)習(xí)的實(shí)施過程中存在怎樣的問題;改善農(nóng)村教師學(xué)習(xí)應(yīng)采取怎樣的對策。期望通過對農(nóng)村教師學(xué)習(xí)的調(diào)查,發(fā)現(xiàn)農(nóng)村教師學(xué)習(xí)在觀念層面和實(shí)踐層面中存在的不足,并結(jié)合理論對原因進(jìn)行較為深入的分析,為改善農(nóng)村教師學(xué)習(xí)提供建議和對策。 研究發(fā)現(xiàn),農(nóng)村教師學(xué)習(xí)的存在下列問題:部分農(nóng)村教師對教師學(xué)習(xí)有較高的期待但在認(rèn)識上存在一定偏差;農(nóng)村教師具有多重學(xué)習(xí)目的但缺乏具體的學(xué)習(xí)目標(biāo);農(nóng)村教師學(xué)習(xí)內(nèi)容豐富但缺乏系統(tǒng)性;農(nóng)村教師對學(xué)習(xí)方式的認(rèn)同與學(xué)習(xí)效果密切相關(guān);農(nóng)村教師教學(xué)任務(wù)重導(dǎo)致學(xué)習(xí)時(shí)間不足;農(nóng)村教師的學(xué)習(xí)與工作的相關(guān)性不足;農(nóng)村教師學(xué)習(xí)的外部支持有所欠缺。 校長和教師作為教師學(xué)習(xí)活動(dòng)的組份,分別具有關(guān)鍵性的作用和主體性的功能。針對農(nóng)村中小學(xué)的校長和教師的建議包括:校長應(yīng)強(qiáng)化自身職責(zé),引領(lǐng)教師學(xué)習(xí);豐富教師學(xué)習(xí)的資源,提高現(xiàn)有資源利用率;采取多種激勵(lì)措施,積極營造教師學(xué)習(xí)的良好氛圍;保障教師學(xué)習(xí)時(shí)間,提高教師學(xué)習(xí)時(shí)間利用率;改善教師學(xué)習(xí)方案的設(shè)計(jì),優(yōu)化教師學(xué)習(xí)過程。
[Abstract]:The reason why teacher learning has become the focus of attention of educational theory researchers and school education practitioners is that teachers can promote professional development only through continuous learning. In rural areas with vast territory and numerous students, it is affected by many factors such as society, economy, culture, educational development and so on. The professional level of teachers in rural areas is on the low side. At the same time, the effect of rural teachers' learning activities is not good, and teachers' in-service learning plays a limited role in promoting teachers' professional development. This study mainly adopts the method of questionnaire and interview to investigate the current situation of rural teachers' learning. The main problems of the research include: what kind of characteristics of teachers' learning; What problems exist in the process of rural teachers' learning; Through the investigation of rural teachers' learning, we can find out the shortcomings of rural teachers' learning at the level of concept and practice. Combining with the theory, this paper makes a deep analysis of the causes, and provides suggestions and countermeasures for improving the rural teachers' learning. It is found that the following problems exist in the study of rural teachers: some rural teachers have high expectations for teachers' learning, but there are some deviations in their understanding; Rural teachers have multiple learning goals but lack of specific learning goals; Rural teachers are rich in learning content but lack of systematic; Rural teachers' recognition of learning style is closely related to the learning effect; Rural teachers' teaching tasks lead to lack of learning time; The correlation between rural teachers' study and work is insufficient; The external support of rural teachers' learning is deficient. As a component of teachers' learning activities, principals and teachers play a key and subjective role respectively. The suggestions for principals and teachers in rural primary and secondary schools include: principals should strengthen their own responsibilities. Leading teachers to learn; Enrich teachers' learning resources and improve the utilization rate of existing resources; Take a variety of incentives to actively create a good atmosphere for teachers to learn; To ensure teachers' learning time and improve teachers' utilization rate of learning time; Improve the design of teacher learning program, optimize the teacher learning process.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G451.1

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