【摘要】：高職教師是高職教育活動的參與者和實施者,是影響高職教育教學(xué)質(zhì)量的關(guān)鍵因素。然而,目前我國高職教師專業(yè)發(fā)展的現(xiàn)狀并不容樂觀,且缺乏一個系統(tǒng)、成熟的高職教師專業(yè)發(fā)展理論的指導(dǎo)。在已有的高職教師專業(yè)發(fā)展理論研究領(lǐng)域中,關(guān)于高職教師專業(yè)發(fā)展的途徑,研究者提出了不少有價值的見解。筆者以高職教師課程資源開發(fā)活動作為視角來研究高職教師的專業(yè)發(fā)展問題。高職教師的課程資源開發(fā)活動,扎根于其教育教學(xué)實踐,且有助于實現(xiàn)高職課程改革,可成為實現(xiàn)高職教師專業(yè)發(fā)展的一條有效途徑。 本研究主體分為三個部分： 第一部分：研究高職教師專業(yè)發(fā)展的內(nèi)容和基本途徑。高職教師專業(yè)發(fā)展的內(nèi)容包括知識結(jié)構(gòu)和能力結(jié)構(gòu)。前者包括本體性知識、實踐性知識和條件性知識,后者包括教學(xué)能力、科研能力、實踐能力和自學(xué)能力等。另外,專業(yè)情意也是高職教師專業(yè)發(fā)展不可或缺的重要部分,如專業(yè)信念和專業(yè)情操等。一般來說,高職教師專業(yè)發(fā)展的基本途徑包括正規(guī)培訓(xùn)、教學(xué)實踐反思、教師合作、教育科研和教師評估等,這些途徑都能在一定程度上促進高職教師專業(yè)發(fā)展,但也有明顯的不足,這就為尋找一條新的途徑——通過參與課程資源開發(fā)以促進高職教師專業(yè)發(fā)展提供了可能。 第二部分：重點研究課程資源開發(fā)對高職教師專業(yè)發(fā)展的作用。先從理論上對高職課程資源開發(fā)的含義和高職教師開發(fā)課程資源的一般過程進行了深入的研究；然后通過訪談?wù){(diào)查的方式對高職教師開發(fā)課程資源的實踐進行了佐證分析；最后,結(jié)合理論分析和實證調(diào)查對高職教師開發(fā)課程資源以促進其專業(yè)知識、專業(yè)能力和專業(yè)情意之發(fā)展做了詳細的剖析,從而論證了課程資源開發(fā)是實現(xiàn)高職教師專業(yè)發(fā)展的有效途徑之一。 第三部分：研究課程資源開發(fā)促進高職教師專業(yè)發(fā)展的對策,即研究在課程資源開發(fā)過程中如何實現(xiàn)高職教師的專業(yè)發(fā)展。首先,高職教師在開發(fā)課程資源時應(yīng)該遵循一些基本原則,如職業(yè)性原則、針對性原則、發(fā)展性原則等；其次,高職教師要選擇適當(dāng)?shù)恼n程資源開發(fā)方式,分別從分析學(xué)生的特點、自身的特點、學(xué)校的特色和社會的需求等角度開發(fā)課程資源；再者,高職教師、高職學(xué)院和社會三方要共同努力,采取有效措施促進高職教師在課程資源開發(fā)中的專業(yè)發(fā)展。高職教師不僅要樹立正確的課程資源觀、加強課程資源開發(fā)的意識,而且要積極主動參與課程資源開發(fā)的實踐,在教學(xué)實踐中反思。高職學(xué)院方面,一是要尊重高職教師課程資源開發(fā)的權(quán)利和成果,二是要為高職教師開發(fā)校外課程資源搭建平臺。在社會方面,主要是要發(fā)揮好企業(yè)和家長的作用,家長和企業(yè)要理解和配合高職教師的教學(xué)實踐,為高職教師開發(fā)和利用來自于社會的課程資源提供支持。
[Abstract]:Higher vocational teachers are participants and implementers of higher vocational education activities and the key factors affecting the teaching quality of higher vocational education. However, the present situation of the professional development of higher vocational teachers in China is not optimistic, and it lacks a systematic and mature guidance of the professional development theory of higher vocational teachers. In the field of theoretical research on the professional development of higher vocational teachers, researchers have put forward many valuable opinions on the approaches to the professional development of teachers in higher vocational education. The author studies the professional development of higher vocational teachers from the perspective of curriculum resource development. The development of curriculum resources of higher vocational teachers is rooted in their educational and teaching practice and helps to realize the curriculum reform in higher vocational education. It can become an effective way to realize the professional development of teachers in higher vocational education. The main body of this study is divided into three parts: the first part: to study the content and basic ways of professional development of higher vocational teachers. The content of professional development of higher vocational teachers includes knowledge structure and ability structure. The former includes ontological knowledge, practical knowledge and conditional knowledge, while the latter includes teaching ability, scientific research ability, practical ability and self-study ability. In addition, professional sentiment is also an indispensable part of the professional development of higher vocational teachers, such as professional beliefs and professional sentiment. Generally speaking, the basic approaches to the professional development of higher vocational teachers include formal training, reflection on teaching practice, teacher cooperation, educational research and teacher evaluation, etc. To some extent, these approaches can promote the professional development of higher vocational teachers. However, there are obvious shortcomings, which provides the possibility to find a new way to promote the professional development of higher vocational teachers by participating in the development of curriculum resources. The second part: focus on the role of curriculum resources development on the professional development of higher vocational teachers. Firstly, the author makes a deep research on the meaning of curriculum resource development in higher vocational education and the general process of curriculum resource development in higher vocational education, and then analyzes the practice of curriculum resource development in higher vocational education by means of interview and investigation. Finally, combining with theoretical analysis and empirical investigation, this paper makes a detailed analysis on the development of professional knowledge, professional ability and professional sentiment of higher vocational teachers in order to promote their professional knowledge, professional ability and professional sentiment by developing curriculum resources. Thus, it is demonstrated that the development of curriculum resources is one of the effective ways to realize the professional development of higher vocational teachers. The third part is to study the countermeasures of curriculum resources development to promote the professional development of higher vocational teachers, that is, how to realize the professional development of higher vocational teachers in the course of curriculum resources development. Firstly, higher vocational teachers should follow some basic principles when developing curriculum resources, such as professional principle, pertinence principle, developmental principle and so on. Secondly, the teachers of higher vocational colleges should choose the appropriate way to develop curriculum resources from the analysis of students' characteristics, their own characteristics, the characteristics of the school and the needs of the society. Furthermore, teachers, colleges and society should make joint efforts to take effective measures to promote the professional development of higher vocational teachers in the development of curriculum resources. Higher vocational teachers should not only set up a correct concept of curriculum resources, strengthen the consciousness of curriculum resources development, but also actively participate in the practice of curriculum resources development and reflect on it in teaching practice. In higher vocational colleges, one is to respect the rights and achievements of curriculum resources development of higher vocational teachers, the other is to build a platform for teachers to develop off-campus curriculum resources. In the social aspect, it is necessary to play a good role of enterprises and parents, parents and enterprises should understand and cooperate with the teaching practice of higher vocational teachers, and provide support for the development and utilization of curriculum resources from society.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G715.1

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