本文選題：初任教師 + 鄉(xiāng)村中學(xué)��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：教師專(zhuān)業(yè)成長(zhǎng)是促進(jìn)教育公平,提高教育質(zhì)量的重要舉措,它也是發(fā)展教育事業(yè)、培養(yǎng)教師人才的政策之一。初任教師作為教師隊(duì)伍中的新鮮血液,促進(jìn)其專(zhuān)業(yè)成長(zhǎng),實(shí)現(xiàn)其專(zhuān)業(yè)發(fā)展,不僅是初任教師的自我要求,更是繁榮教育事業(yè)的需求。鄉(xiāng)村教育作為國(guó)民教育中的重要組成部分,關(guān)系到鄉(xiāng)村乃至國(guó)家的整體發(fā)展。而鄉(xiāng)村中學(xué)教育作為鄉(xiāng)村教育中承上啟下的關(guān)鍵環(huán)節(jié),尤其對(duì)學(xué)生的未來(lái)發(fā)展有著深刻的影響。教師作為教育過(guò)程中的主要實(shí)施者,在鄉(xiāng)村中學(xué)教育階段起到了關(guān)鍵性作用。目前,鄉(xiāng)村中學(xué)教師隊(duì)伍中初任教師的數(shù)量逐年增多,大批優(yōu)秀青年教師紛紛投身到鄉(xiāng)村,為鄉(xiāng)村教育做貢獻(xiàn)。但是鄉(xiāng)村中學(xué)初任教師在步入新的工作崗位后要往往需要一段較長(zhǎng)的適應(yīng)期,因此,學(xué)校應(yīng)及時(shí)地為其提供幫助與支持,以促進(jìn)其專(zhuān)業(yè)發(fā)展和盡快的適應(yīng)教學(xué)環(huán)境。為幫助鄉(xiāng)村中學(xué)初任教師更快的成長(zhǎng),實(shí)現(xiàn)其專(zhuān)業(yè)發(fā)展,專(zhuān)業(yè)有效的成長(zhǎng)途徑是關(guān)鍵所在。因此,必須對(duì)該途徑的實(shí)施進(jìn)行深入的研究。本文首先采用文獻(xiàn)法詳細(xì)地梳理了初任教師專(zhuān)業(yè)成長(zhǎng)的相關(guān)理論,了解到國(guó)內(nèi)外的研究現(xiàn)狀。其次選取三名處于不同發(fā)展階段的鄉(xiāng)村中學(xué)初任教師,并通過(guò)訪談法與個(gè)案研究法對(duì)其專(zhuān)業(yè)成長(zhǎng)途徑的經(jīng)歷進(jìn)行全方位解析,從中發(fā)現(xiàn)問(wèn)題得出結(jié)論,提出改進(jìn)鄉(xiāng)村中學(xué)初任教師專(zhuān)業(yè)成長(zhǎng)途徑的策略。全文分為五個(gè)部分:緒論部分主要闡述了問(wèn)題的提出、研究意義、核心概念界定、國(guó)內(nèi)外相關(guān)文獻(xiàn)綜述、研究思路與方法以及研究的難點(diǎn)與創(chuàng)新點(diǎn)等。第一章介紹初任教師專(zhuān)業(yè)成長(zhǎng)的理論依據(jù)。在教師職業(yè)生涯理論中,詳細(xì)介紹了休伯曼的教師職業(yè)生命周期論和葉瀾的教師成長(zhǎng)階段理論。從問(wèn)題解決、教師效能感以及教學(xué)行為三個(gè)方面對(duì)專(zhuān)家教師與新手教師進(jìn)行了心理學(xué)層面的比較研究。第二章主要為鄉(xiāng)村中學(xué)初任教師專(zhuān)業(yè)成長(zhǎng)途徑的個(gè)案分析。闡述三名鄉(xiāng)村中學(xué)初任教師專(zhuān)業(yè)成長(zhǎng)途徑的案例,對(duì)新入職教師——高老師與熟練型初任教師——張老師、葉老師在專(zhuān)業(yè)成長(zhǎng)中的經(jīng)歷進(jìn)行詳細(xì)介紹。第三章系統(tǒng)總結(jié)了現(xiàn)階段鄉(xiāng)村中學(xué)初任教師的專(zhuān)業(yè)成長(zhǎng)的主要途徑,包括聽(tīng)評(píng)課、師徒制、校本研訓(xùn)和在職培訓(xùn)四種。本章則結(jié)合案例具體有效地分析了四種途徑對(duì)促進(jìn)鄉(xiāng)村中學(xué)初任教師專(zhuān)業(yè)成長(zhǎng)的積極意義以及不同途徑在教學(xué)實(shí)踐中存在的問(wèn)題。第四章提出鄉(xiāng)村中學(xué)初任教師專(zhuān)業(yè)成長(zhǎng)途徑的對(duì)策。本章主要針對(duì)聽(tīng)評(píng)課、師徒制、校本研訓(xùn)和在職培訓(xùn)四種初任教師專(zhuān)業(yè)成長(zhǎng)途徑在實(shí)施過(guò)程中的問(wèn)題給出針對(duì)性建議。
[Abstract]:The professional growth of teachers is an important measure to promote educational fairness and improve the quality of education. It is also one of the policies for the development of educational undertakings and the cultivation of teachers' talents. As the fresh blood of the teachers, it is not only the self-requirement of the newly appointed teachers to promote their professional growth and realize their professional development, but also the need for the prosperity of education. As an important part of national education, rural education relates to the overall development of the country and even the country. As a key link of rural education, rural middle school education has a profound impact on the future development of students. Teachers, as the main implementers in the process of education, play a key role in the stage of rural middle school education. At present, the number of new teachers in rural middle school teachers has increased year by year, and a large number of outstanding young teachers have joined the countryside to contribute to rural education. However, the new teachers in rural middle schools often need a long period of adaptation after entering new jobs. Therefore, schools should provide help and support in time to promote their professional development and adapt to the teaching environment as soon as possible. In order to help the rural middle school teachers to grow faster and realize their professional development, the key is the effective professional growth. Therefore, the implementation of this approach must be deeply studied. In this paper, the literature method is used to sort out the relevant theories of the professional growth of the new teachers in detail, and to understand the current research situation at home and abroad. Secondly, three new rural middle school teachers who are in different stages of development are selected, and the experience of their professional growth path is analyzed in all directions through interview and case study, from which the conclusions are drawn. This paper puts forward the strategies to improve the professional growth of the new teachers in rural middle schools. The full text is divided into five parts: the introduction part mainly elaborated the question raising, the research significance, the core concept definition, the domestic and foreign related literature review, the research thought and the method as well as the research difficulty and the innovation point and so on. The first chapter introduces the theoretical basis for the professional growth of new teachers. In the theory of teacher's career, Huberman's theory of teacher's career life cycle and Ye Lan's theory of teacher's growth stage are introduced in detail. This paper makes a comparative study on the psychological aspects of expert teachers and novice teachers from the aspects of problem solving, teachers' efficacy and teaching behavior. The second chapter is a case study of the professional growth of the new teachers in rural middle schools. This paper expounds the cases of the professional growth of three newly appointed teachers in rural middle schools, and introduces in detail the experiences of new teachers-Gao teachers and skilled new teachers-Zhang teachers and Ye teachers in the process of professional growth. The third chapter systematically summarizes the main ways of professional growth of the new teachers in rural middle schools at present, including listening and evaluating classes, teacher-apprenticeship system, school-based research and training and on-the-job training. This chapter analyzes the positive significance of four ways to promote the professional growth of rural middle school teachers and the problems of different ways in teaching practice. The fourth chapter puts forward the countermeasures of the professional growth of the new teachers in rural middle schools. This chapter mainly aims at four kinds of new teachers' professional growth ways, such as listening and evaluating lessons, teacher-apprenticeship system, school-based training and on-the-job training, and gives some specific suggestions in the process of implementation.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G635.1

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