本文選題：中職教師　切入點(diǎn)：培訓(xùn)　出處：《華東師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)校教育領(lǐng)域的國際比較研究顯示學(xué)校的決策與教學(xué)質(zhì)量一方面取決于學(xué)校領(lǐng)導(dǎo)層的能力與辦學(xué)思路,另一方面更離不開學(xué)校教師的整體素質(zhì)和教育教學(xué)能力。隨著職業(yè)教育研究的深入,職教師資問題獲得了越來越多的關(guān)注,而對(duì)職教師資的有效培訓(xùn)是當(dāng)前加強(qiáng)職業(yè)教育師資隊(duì)伍建設(shè)、進(jìn)行教師教育,從而提高職業(yè)教師專業(yè)化水平的重要途徑,新世紀(jì)以來,尤其是隨著職業(yè)教育課程改革進(jìn)入深入發(fā)展階段,上海市中等職業(yè)教育教師培訓(xùn)計(jì)劃層出不窮。在中職教師培訓(xùn)頗受關(guān)注的情況下,培訓(xùn)有效性卻無法保障,培訓(xùn)質(zhì)量令人擔(dān)憂。要想采取行之有效的改進(jìn)措施,切實(shí)改進(jìn)職業(yè)教育教師培訓(xùn)現(xiàn)狀,必然需要對(duì)中職教師培訓(xùn)中存在的各方面問題進(jìn)行全面的把握和深層次的剖析。 借著職業(yè)教育教師專業(yè)化的發(fā)展浪潮,本文從培訓(xùn)與教師專業(yè)化方面入手,尋求理論支持,通過對(duì)培訓(xùn)過程的各環(huán)節(jié)分析,以實(shí)證調(diào)查研究為基礎(chǔ),從中職教師的培訓(xùn)機(jī)會(huì)供給與落實(shí)、培訓(xùn)模式的選擇與組織、培訓(xùn)效果的評(píng)價(jià)與保障等三個(gè)主要環(huán)節(jié),對(duì)上海市中職教師培訓(xùn)中實(shí)際存在的問題與不足之處進(jìn)行了相對(duì)深入、系統(tǒng)的研究,并作了相應(yīng)的闡述。整體而言,培訓(xùn)中的問題主要基于兩個(gè)方面：一方面對(duì)于職業(yè)教育教師培訓(xùn)缺乏科學(xué)的規(guī)劃與系統(tǒng)研究,由此帶來整個(gè)培訓(xùn)過程的低效與無序,另一方面在于缺乏對(duì)受訓(xùn)主體的關(guān)注,過程中的問題只有參與者能把握問題所在,沒有對(duì)教師發(fā)展需要的了解,必然無法照顧到教師個(gè)體對(duì)于培訓(xùn)內(nèi)容的吸收、反饋,使得參訓(xùn)教師在培訓(xùn)知識(shí)的接受方面較為消極和被動(dòng),從而導(dǎo)致職校教師的能力培養(yǎng)、素質(zhì)提高缺乏必要的發(fā)展環(huán)境和條件,受訓(xùn)教師無法真正參與到培訓(xùn)中。 同時(shí)基于終身學(xué)習(xí)的思想,結(jié)合培訓(xùn)中的問題,對(duì)當(dāng)前中職教師培訓(xùn)的實(shí)效性進(jìn)行了探討,最終將問題回歸到對(duì)于教師生涯發(fā)展的關(guān)注,通篇文章時(shí)刻關(guān)注培訓(xùn)的服務(wù)主體-中職教師,充分體現(xiàn)了培訓(xùn)效益落實(shí)于個(gè)體關(guān)懷的價(jià)值。最后提出了相應(yīng)的對(duì)策與建議,職業(yè)教育教師培訓(xùn)無論是計(jì)劃到組織實(shí)施都要有一定的組織邏輯性,有一定的參照標(biāo)準(zhǔn),從操作層面提出的培訓(xùn)行為策略以期對(duì)于中職教師培訓(xùn)的實(shí)效性問題的改進(jìn)與提高有一定的借鑒意義。
[Abstract]:International comparative studies in the field of school education show that the decision-making and teaching quality of the school depends on the ability of the school leadership and the idea of running a school. On the other hand, it can not do without the overall quality of school teachers and teaching ability. With the deepening of vocational education research, the problem of vocational education teachers has received more and more attention. The effective training of vocational teachers is an important way to strengthen the construction of teachers in vocational education, to carry out teacher education, and to improve the professional level of vocational teachers. Especially, with the further development of vocational education curriculum reform, the secondary vocational education teacher training programs in Shanghai are emerging in endlessly. While the secondary vocational teacher training has received considerable attention, the effectiveness of the training cannot be guaranteed. The quality of training is worrisome. If we want to take effective measures to improve the current situation of teachers' training in vocational education, it is necessary to comprehensively grasp and deeply analyze the problems existing in the training of secondary vocational teachers. Under the development tide of teacher specialization in vocational education, this paper starts with the aspects of training and teacher specialization, seeks theoretical support, through the analysis of each link of the training process, based on the empirical investigation and research. From the following three main links: the supply and implementation of training opportunities for secondary vocational school teachers, the selection and organization of training mode, the evaluation and guarantee of training effect, the problems and deficiencies in the training of secondary vocational teachers in Shanghai are relatively deep. As a whole, the problems in training are mainly based on two aspects: on the one hand, there is a lack of scientific planning and systematic research on teacher training in vocational education. This brings about the inefficiency and disorder of the whole training process, on the other hand, the lack of attention to the subject of the training, the problems in the process are only the participants can grasp the problem, there is no understanding of the development needs of teachers. It is impossible to take account of the individual teachers' absorption and feedback of the training content, which makes the teachers receive training knowledge more passively and passively, which leads to the ability training of teachers in vocational schools. The quality improvement lacks the necessary development environment and the condition, the trained teacher cannot really participate in the training. At the same time, based on the thought of lifelong learning and the problems in training, the paper discusses the effectiveness of the current secondary vocational teachers' training, and finally returns the problem to the attention of the teacher's career development. The whole article pays close attention to the service subject of training-the secondary vocational teachers, which fully reflects the value of the benefit of training in individual care. Finally, the corresponding countermeasures and suggestions are put forward. The training of teachers in vocational education should have a certain organizational logic and a certain reference standard, both in terms of planning and organization implementation. The training behavior strategies put forward from the operational level can be used for reference to improve the effectiveness of the training of secondary vocational school teachers.
【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】：2012
【分類號(hào)】：G715.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 郭雪利;職業(yè)教育教師培訓(xùn)系統(tǒng)化設(shè)計(jì)研究[D];華東師范大學(xué);2013年

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本文編號(hào)：1562053