發(fā)布時(shí)間：2018-06-16 01:11

  本文選題：初中地理教師 + 專業(yè)發(fā)展��； 參考：《新疆師范大學(xué)》2017年碩士論文

【摘要】：隨著國(guó)際教育事業(yè)的飛速發(fā)展,教師專業(yè)化問題也已經(jīng)成為各國(guó)教育部門關(guān)注的焦點(diǎn)。我國(guó)的教師教育發(fā)展已久,但是教師專業(yè)化起步較晚。近些年,我國(guó)的教師專業(yè)化發(fā)展較迅速,受到廣大學(xué)者的矚目。初中教育階段是學(xué)生成長(zhǎng)的關(guān)鍵期,而地理學(xué)科由于一直以來不是中考科目,地理教師專業(yè)發(fā)展問題更加成為人們關(guān)注的焦點(diǎn)。地理教師是影響初中地理教育質(zhì)量的關(guān)鍵,但在地理教育工作中,地理教師的專業(yè)發(fā)展存在一定問題。本研究在對(duì)相關(guān)文獻(xiàn)資料研究的基礎(chǔ)上,選擇教師專業(yè)發(fā)展中的個(gè)體,運(yùn)用教育敘事研究的方法,在獲取大量的一手資料的基礎(chǔ)上,進(jìn)行總結(jié)歸納,對(duì)一名初中地理名師專業(yè)發(fā)展的現(xiàn)狀進(jìn)行細(xì)致的描述與分析,力求展現(xiàn)一名地理教師最真實(shí)的發(fā)展?fàn)顩r,以期反思幫助其他初中地理教師獲得專業(yè)成長(zhǎng)。本論文主要從問題的提出、研究設(shè)計(jì)、專業(yè)發(fā)展現(xiàn)狀、反思建議四個(gè)方面進(jìn)行闡述。本研究從教師專業(yè)發(fā)展的理論與實(shí)際兩方面闡述研究的背景,即地理教師專業(yè)發(fā)展不僅是保證地理教育質(zhì)量的關(guān)鍵,也是初中教育健康發(fā)展的基石。確定研究方向后,筆者基于有關(guān)教師專業(yè)發(fā)展和教育敘事的大量的文獻(xiàn)研究,確立了本文的設(shè)計(jì)思路。研究的設(shè)計(jì)主要包括研究方式、方法的選擇、研究對(duì)象的選擇、研究過程及研究倫理五個(gè)部分。本研究選擇一名年齡、教齡合適且對(duì)教育研究懷有熱情的地理名師為研究對(duì)象,運(yùn)用訪談法、觀察法、實(shí)物收集法及文獻(xiàn)分析法獲取研究資料,采用教育敘事研究的方法來探究其專業(yè)發(fā)展現(xiàn)狀。在研究過程中強(qiáng)調(diào)尊重故事紀(jì)實(shí)性、強(qiáng)調(diào)經(jīng)驗(yàn)的故事性以及重視意義的理解與建構(gòu)為原則,對(duì)研究地點(diǎn)、人物進(jìn)行化名處理,尊重研究對(duì)象。本研究聚焦W老師在教育教學(xué)上、班級(jí)管理上、人際交往上所發(fā)生的典型事例,撰寫成一連串具有教育意義的教師專業(yè)發(fā)展故事。最后,本研究對(duì)研究主題、整個(gè)研究過程、研究方法的運(yùn)用、研究者在研究過程中的成長(zhǎng)和改變等進(jìn)行了反思,并且從教師自身和社會(huì)兩個(gè)角度對(duì)如何促進(jìn)地理教師專業(yè)發(fā)展提出了建議。第一是教師自身的專業(yè)成長(zhǎng),包括自我認(rèn)識(shí)、自我反思、時(shí)刻補(bǔ)充理論知識(shí)等。第二是外部條件的支持,包括創(chuàng)設(shè)有利于教師專業(yè)發(fā)展的校園環(huán)境、社會(huì)環(huán)境、提供社會(huì)政策保障等。
[Abstract]:With the rapid development of international education, the issue of teacher specialization has become the focus of attention of education departments in various countries. Teacher education has developed for a long time in our country, but teacher specialization started late. In recent years, the professional development of teachers in China has been attracting the attention of scholars. The stage of junior middle school education is the key period for students to grow up, and the geography subject is not the subject of the middle school examination, so the professional development of geography teacher has become the focus of people's attention. Geography teacher is the key to the quality of geography education in junior high school, but there are some problems in geography teacher's professional development. On the basis of the research on the relevant literature, this study selects the individual in the teacher's professional development, uses the educational narrative research method, on the basis of obtaining a large number of primary materials, carries on the summary and induction, This paper makes a detailed description and analysis of the current situation of the professional development of a famous geography teacher in junior high school, and tries to show the most true development of a geography teacher in order to reflect and help other junior high school geography teachers to gain professional growth. This paper mainly from four aspects of the question, research and design, professional development, reflective suggestions. This paper expounds the background of the research from the theory and practice of teachers' professional development, that is, the professional development of geography teachers is not only the key to ensure the quality of geography education, but also the cornerstone of the healthy development of junior high school education. After determining the research direction, the author establishes the design idea of this paper based on a large number of literature studies on teachers' professional development and educational narration. The design of the research mainly includes five parts: the research way, the method choice, the research object choice, the research process and the research ethics. In this study, a famous geographical teacher of appropriate age, teaching age and enthusiasm for educational research was chosen as the research object. The research data were obtained by means of interview, observation, physical collection and literature analysis. Using the educational narrative research method to explore its professional development. In the course of the research, the author emphasizes the principle of respecting the documentality of the story, the story of experience and the understanding and construction of meaning. The research places and characters are treated with pseudonyms and the objects of study are respected. This study focuses on the typical examples of teacher W in education and teaching, class management and interpersonal communication, and writes a series of teacher professional development stories with educational significance. Finally, this study reflects on the research theme, the whole research process, the application of research methods, the growth and change of researchers in the research process, etc. Some suggestions on how to promote the professional development of geography teachers are put forward from the perspectives of teachers themselves and society. The first is the teacher's own professional growth, including self-knowledge, self-reflection, and always replenish theoretical knowledge. The second is the support of external conditions, including the creation of campus environment conducive to teachers' professional development, the social environment, and the provision of social policy protection.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.55

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