發(fā)布時(shí)間：2018-07-12 17:05

  本文選題：TAFE + 教師　； 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：教育質(zhì)量高低的決定性因素是教師素質(zhì)，取得高水平的教育質(zhì)量就必須提高教師素質(zhì)，因此教師專(zhuān)業(yè)發(fā)展問(wèn)題顯得尤為重要。澳大利亞TAFE學(xué)院意識(shí)到教師對(duì)教育質(zhì)量的決定性作用，尤其重視教師的專(zhuān)業(yè)發(fā)展問(wèn)題，開(kāi)辟了促進(jìn)教師專(zhuān)業(yè)發(fā)展的多種途徑和方式，從而形成了堪稱(chēng)世界一流的TAFE模式。本文通過(guò)分析澳大利亞TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的具體情況，從其成功經(jīng)驗(yàn)中得到啟示，以期為我國(guó)職教教師專(zhuān)業(yè)發(fā)展提供參考。 全文共分為五個(gè)部分，即引言、TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的歷史演進(jìn)、專(zhuān)業(yè)發(fā)展的理論、實(shí)踐以及專(zhuān)業(yè)發(fā)展的啟示。 第一部分，引言。提出了本文的研宄問(wèn)題并對(duì)當(dāng)前的研宄狀況進(jìn)行綜述，指出本文的研宄目的與意義，介紹了本文采用的研宄方法并對(duì)TAFE的概念進(jìn)行了界定。 第二部分，澳大利亞TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的歷史演進(jìn)。把TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的歷程分為三個(gè)階段，即起步階段、改革階段和發(fā)展階段。 第三部分，澳大利亞TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的理論。主要介紹了三種教師專(zhuān)業(yè)發(fā)展理論：富勒的教師關(guān)注階段理論、哈格里夫斯的教師合作理論和蓋夫的教師更新理論。 第四部分，TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的實(shí)踐。這一部分主要從教師專(zhuān)業(yè)發(fā)展專(zhuān)業(yè)發(fā)展的標(biāo)準(zhǔn)、管理機(jī)構(gòu)、專(zhuān)業(yè)發(fā)展的內(nèi)容、組織保障、專(zhuān)業(yè)發(fā)展的途徑及方式五個(gè)方面來(lái)闡述當(dāng)前TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的具體現(xiàn)狀。 第五部分，啟示。通過(guò)以上對(duì)澳大利亞TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展各個(gè)方面的探宄，結(jié)合TAFE學(xué)院教師專(zhuān)業(yè)發(fā)展的成效，為我國(guó)職教教師專(zhuān)業(yè)發(fā)展提供參考。
[Abstract]:The decisive factor of the quality of education is the quality of the teacher, so it is necessary to improve the quality of the teacher in order to obtain the high level of the quality of education, so the problem of teacher's professional development is particularly important. The TAFE Institute of Australia is aware of the decisive role of teachers in the quality of education, pays special attention to the problem of teachers' professional development, and opens up various ways and means to promote the professional development of teachers, thus forming a world class TAFE model. By analyzing the specific situation of teacher professional development in TAFE College in Australia, this paper draws inspiration from its successful experience in order to provide a reference for the professional development of vocational teachers in our country. The paper is divided into five parts, namely, the historical evolution of teacher professional development, the theory, practice and enlightenment of professional development in TAFE College. The first part, introduction. This paper puts forward the research problems in this paper, summarizes the current research situation, points out the purpose and significance of the research, introduces the research method adopted in this paper and defines the concept of TAFE. The second part is the historical evolution of teacher professional development in TAFE College, Australia. The course of teacher professional development in TAFE College is divided into three stages: starting stage, reforming stage and developing stage. The third part, the theory of teacher professional development in TAFE College, Australia. This paper mainly introduces three kinds of theories of teacher professional development: Fuller's theory of teacher attention stage, Hargreaves' theory of teacher cooperation and Geoff's theory of teacher renewal. The fourth part is the practice of teacher professional development in TAFE College. This part mainly expounds the present situation of TAFE college teachers' professional development from five aspects: the standard of teacher's professional development, the management organization, the content of professional development, the organization guarantee, the way and the way of professional development. The fifth part, enlightenment. Through the above research on various aspects of teacher professional development in TAFE College of Australia, combined with the results of teacher Professional Development in TAFE College, this paper provides a reference for the professional development of vocational teachers in our country.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G719.611

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本文編號(hào)：2117869