【摘要】：中職學(xué)校長(zhǎng)遠(yuǎn)發(fā)展主要依靠教師隊(duì)伍的建設(shè),教師成長(zhǎng)水平直接影響中職學(xué)校發(fā)展水平。圍繞中職學(xué)校教師專業(yè)發(fā)展問題,職教理論界從關(guān)注到廣泛重視,應(yīng)該說已經(jīng)產(chǎn)生了一批有價(jià)值的成果,但不可忽視的是,關(guān)于教師自主發(fā)展問題——這一關(guān)乎教師成長(zhǎng)最為關(guān)鍵的研究,卻少之又少,這影響到了教師教育理論的實(shí)踐價(jià)值,導(dǎo)致中職學(xué)校教師在自我生涯規(guī)劃中缺乏可供必要的理論指引和案例示范。基于這樣的背景,本研究選取了五位中職學(xué)校教師為研究對(duì)象,他們處于不同的專業(yè)發(fā)展階段,研究者通過收集他們?cè)诮逃拍睢⒔虒W(xué)技能、專業(yè)知識(shí)、學(xué)生管理等方面的質(zhì)性材料,力圖從縱向上勾勒出中職教師在職業(yè)生活中的典型樣態(tài),尋找他們?cè)谧灾靼l(fā)展時(shí)遇到的問題。研究發(fā)現(xiàn),中職學(xué)校教師普遍存在一定程度的職業(yè)倦怠、專業(yè)理論水平不高、職后培訓(xùn)效果不理想以及職業(yè)認(rèn)同感低等問題,按照成就動(dòng)機(jī)理論與職業(yè)生涯規(guī)劃理論的視角,我們發(fā)現(xiàn)問題產(chǎn)生的原因在于：一是教師缺乏自我監(jiān)控、教學(xué)反思等自主成長(zhǎng)的意識(shí)和能力；二是學(xué)校缺乏有效的教師培育機(jī)制；三是社會(huì)對(duì)中職教師的認(rèn)可度不夠,缺乏相應(yīng)保障機(jī)制。在原因分析的基礎(chǔ)上,本研究從教師個(gè)人、學(xué)校和社會(huì)三方面構(gòu)建了教師自主發(fā)展的策略體系：一是教師采用正確歸因、提升自我監(jiān)控能力和教學(xué)反思等自主發(fā)展策略；二是學(xué)校采取創(chuàng)造良好教師文化氛圍、教師成長(zhǎng)機(jī)制、減輕教師負(fù)擔(dān)等措施；三是社會(huì)提供保障機(jī)制和相應(yīng)培訓(xùn)等有利條件。只有從以上三方面著力,從內(nèi)到外促進(jìn)中職學(xué)校教師自主發(fā)展,才能改善教師自主發(fā)展現(xiàn)狀,使教師得到真正發(fā)展。
[Abstract]:The long-term development of secondary vocational schools mainly depends on the construction of teachers, and the level of teachers' growth directly affects the development level of secondary vocational schools. Focusing on the problem of teachers' professional development in secondary vocational schools, the theoretical circle of vocational education from concern to extensive attention, should be said to have produced a number of valuable results, but can not be ignored that, The question of teacher self-development, which is the most critical research on teacher growth, is rare, which affects the practical value of teacher education theory. As a result, secondary vocational school teachers lack the necessary theoretical guidance and case study in their own career planning. Based on this background, this study selected five secondary vocational school teachers, they are in different stages of professional development, researchers collect their educational beliefs, teaching skills, professional knowledge. The qualitative materials of student management try to outline the typical form of vocational teachers in their professional life and find out the problems they encounter in their independent development. The study found that teachers in secondary vocational schools generally have a certain degree of job burnout, professional theory level is not high, post-service training effect is not ideal, and low professional identity, according to the achievement motivation theory and career planning theory perspective. We find that the causes of the problems are: first, teachers lack self-control, teaching reflection and other self-growth awareness and ability; second, schools lack an effective teacher training mechanism; third, the society does not have enough recognition of secondary vocational school teachers. Lack of corresponding safeguard mechanism. Based on the analysis of the causes, this study constructs a strategy system of teachers' self-development from three aspects of teachers' individual, school and society: first, teachers adopt correct attribution, improve self-monitoring ability and teaching reflection; Second, schools should take measures to create good teacher culture atmosphere, teachers' growth mechanism and lighten teachers' burden; third, society should provide guarantee mechanism and corresponding training and other favorable conditions. Only from the above three aspects, from the inside to the outside to promote the teachers' self-development, can we improve the present situation of teachers' self-development and make the teachers get real development.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G715.1

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