本文關(guān)鍵詞：經(jīng)驗(yàn)學(xué)習(xí)圈理論下班主任研修共同體構(gòu)建研究與實(shí)踐　出處：《廣西師范學(xué)院》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 班主任專業(yè)化 班主任研修共同體 經(jīng)驗(yàn)學(xué)習(xí)圈理論

【摘要】：隨著基礎(chǔ)教育改革和不斷發(fā)展,教師教育的發(fā)展勢(shì)頭迅猛,班主任作為教師隊(duì)伍中一個(gè)特殊的群體,其工作性質(zhì)決定了在整個(gè)中小學(xué)教育中具有不可忽視的地位和作用。近10年來,中小學(xué)班主任專業(yè)化發(fā)展受到了越來越多的人重視,班主任研修作為實(shí)現(xiàn)班主任專業(yè)化的主要途徑,其逐漸的從班主任培訓(xùn)中獨(dú)立出來,尤其校本研修的不斷發(fā)展,促使著班主任研修工作變得更為精細(xì)。班主任研修共同體作為一種創(chuàng)新形式出現(xiàn)在班主任研修實(shí)踐中,已被大家所熟知,但深入研究仍然匱乏,實(shí)踐經(jīng)驗(yàn)不足,存在許多問題。筆者從源頭抓起,思考“什么是班主任研修”“怎樣使得研修共同體構(gòu)建得更為有效”“如何將班主任專業(yè)化發(fā)展目標(biāo)與研修共同體構(gòu)建相契合”等這些問題。本文第一部分為緒論,系統(tǒng)闡述了研究背景、研究目的意義、概念界定,為使研究更為全面,在對(duì)中小學(xué)班主任研修共同體研究現(xiàn)狀進(jìn)行分析歸納的同時(shí),對(duì)教師研修共同體的研究也進(jìn)行了概述,最后進(jìn)行綜合評(píng)述后,提煉出自己的研究取向、研究的具體問題,進(jìn)而闡明自己的研究思路,本文采用了文獻(xiàn)研究法、調(diào)查研究法以及行動(dòng)研究法。第二部分主要對(duì)目前中小學(xué)班主任研修共同體存在的問題進(jìn)行分析,探究產(chǎn)生這些問題的根源,從而找到改進(jìn)的切入點(diǎn),使得研修共同體的構(gòu)建更具有針對(duì)性。第三部分是中小學(xué)班主任研修共同體運(yùn)行實(shí)踐探索,以庫伯的經(jīng)驗(yàn)學(xué)習(xí)圈理論為基礎(chǔ),系統(tǒng)構(gòu)建“四習(xí)一體”運(yùn)行模式、運(yùn)行機(jī)制、實(shí)施方法與策略。以“柳江縣名班主任”培養(yǎng)項(xiàng)目為實(shí)踐平臺(tái),對(duì)實(shí)踐中的具體做法進(jìn)行描述,有助于讀者對(duì)研修共同體構(gòu)建的理解更為直觀深刻。第四部分對(duì)該研修共同體構(gòu)建進(jìn)行理性分析,運(yùn)用調(diào)查問卷、案例分析等形式闡述實(shí)施成效、分析存在的不足并提出一些可行的改進(jìn)建議,從而能夠更好地完善、提高參考推廣價(jià)值。班主任研修共同體的科學(xué)構(gòu)建,經(jīng)驗(yàn)學(xué)習(xí)圈理論起著決定性的作用,不僅指導(dǎo)著“四習(xí)一體”運(yùn)行模式的構(gòu)建,還將班主任專業(yè)化發(fā)展與研修共同體有機(jī)結(jié)合,充分發(fā)揮研修共同體內(nèi)在的優(yōu)勢(shì)。筆者親身參與“柳江縣名班主任”培養(yǎng)項(xiàng)目,加入項(xiàng)目研究團(tuán)隊(duì),將研修共同體構(gòu)建的理論付諸于實(shí)踐,創(chuàng)新了“大學(xué)--區(qū)域--學(xué)�！比�(jí)聯(lián)動(dòng)的班主任專業(yè)發(fā)展研修機(jī)制,也研發(fā)了適應(yīng)不同發(fā)展需求的班主任研修課程方案,形成了縣域班主任工作研修的學(xué)術(shù)資源團(tuán)隊(duì),更培養(yǎng)了一批熱愛班主任工作,研究班主任工作的中青年骨干。
[Abstract]:With the reform and continuous development of basic education, the development of teacher education is rapid, class teacher as a special group of teachers. The nature of its work determines the status and role that can not be ignored in the whole primary and secondary education. In the past 10 years, more and more people have attached importance to the professional development of the head teacher in primary and secondary schools. As the main way to realize the specialization of the head teacher, the class teacher training is gradually independent from the class teacher training, especially the continuous development of the school-based study. Class teacher research community as an innovative form appears in the class teacher research practice, has been well known, but in-depth research is still scarce, lack of practical experience. There are many problems. Thinking about "what is Class teacher study" and "how to make the Community Construction more effective" and "how to fit the Specialization Development goal of the head teacher with the Construction of the Research Community" The first part of this paper is the introduction. In order to make the research more comprehensive, this paper analyzes and induces the current situation of the research of the class teacher community in primary and secondary schools. The research of teachers' research community is also summarized. Finally, after a comprehensive review, the author abstracts his own research orientation, specific problems, and then clarifies his own research ideas. This paper adopts the method of literature research. The second part mainly analyzes the problems existing in the current primary and secondary school head teacher research community, explores the root causes of these problems, and finds the starting point for improvement. The third part is the practical exploration of the primary and secondary school class teachers to study the operation of the community. Based on Cooper's theory of empirical learning circle, the paper systematically constructs the "four learning as a whole" operation mode. Operation mechanism, implementation method and strategy. Taking "Liujiang County famous class teacher" training project as the practice platform, describes the concrete practice in practice. It is helpful for readers to understand the construction of research community more intuitively and deeply. Part 4th carries on the rational analysis to this research community construction, using the questionnaire, the case analysis and so on to elaborate the implementation effect. Analysis of the shortcomings and put forward some feasible suggestions for improvement, so as to better improve, improve the value of reference. Class teachers study the community of scientific construction, empirical learning circle theory plays a decisive role. It not only guides the construction of the "four learning as a whole" mode, but also organically combines the professional development of the head teacher with the community of study. The author takes part in the cultivation project of "Liujiang County famous class teacher", joins the project research team, and puts the theory of community construction into practice. Innovative "University-regional-school" three-level linkage of professional development mechanism, but also developed to adapt to different development needs of the curriculum program for the head teacher. It has formed the academic resource team of the county class teacher work and trained a group of young and middle-aged backbone who love the class teacher work and study the class teacher work.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G635.1

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