發(fā)布時間：2018-06-20 23:30

  本文選題：農村中學教師 + 自我導向學習能力��； 參考：《河南大學》2016年碩士論文

【摘要】：伴隨著城鄉(xiāng)發(fā)展差異化的逐漸縮小,在教師職業(yè)日益國際化、職業(yè)化、專業(yè)化的背景下,農村教師的質量和能力與時代和社會對其專業(yè)水準的要求相比顯得越來越不相稱。國家開展的自上而下的農村教師培訓雖然有一定效果,但忽視了教師在學習中的主體地位,這與農村教師個體專業(yè)成長的要求仍存在一定差距。本文主張,教師的自我導向學習應成為推進農村中學教師成長和發(fā)展的重要途徑。這種學習模式以教師的實際需求為驅動,教師自己制定學習的目標、獨自監(jiān)控學習的進程、評價反思學習的結果。它更加注重教師在學習中的主體地位,對農村教師素質的提升具有重大意義。那么,農村中學教師的自我導向能力現(xiàn)狀究竟如何,不同的背景下是否存在差異,如何來提升農村教師的自我導向學習能力以促進教師更好的學習和發(fā)展,這些問題都值得深入研究。本研究運用實證的方法,從學習意識、計劃與實施、信息尋求、學習策略運用、人際溝通交往、評價與反思能力等六個維度對農村中學教師自我導向學習能力的現(xiàn)狀進行調查。結果發(fā)現(xiàn)農村中學教師自我導向學習能力處于中等水平,學習意識與人際溝通交往能力得分相對較高、評價反思能力得分相對較低,仍有需要提升的空間。通過運用T檢驗、單因素方差分析等方法,發(fā)現(xiàn)不同學歷、教齡、職稱、課程的農村中學教師自我導向學習能力存在顯著差異,不同性別的農村中學教師沒有明顯的差異。通過對現(xiàn)狀的歸因分析,發(fā)現(xiàn)教師的自我意識、自我效能感、人格特質;培訓者的教學理念、自身角色的定位;外部環(huán)境與資源的建設等因素都會對教師的自我導向學習產生影響。最后,從教師自身、成人培訓者、外部環(huán)境等三個方面提出了提升農村中學教師自我導向學習能力的具體路徑。在教師自身方面,塑造自我導向的人格特質,提高自身的自主學習能力;加強主動運用學習策略的意識,提高學習效率;加強與他人溝通與交流,提升自身的溝通和合作能力。在成人培訓者方面,培訓者改變傳統(tǒng)觀念,給自身角色重新定位;在教學中注重培養(yǎng)農村中學教師自我導向學習能力。在外部環(huán)境方面,政府應加強對農村中學教師學習的扶持力度;學校要為農村教師創(chuàng)設良好的學習平臺和資源;社會機構應創(chuàng)設自我導向學習的外部支持平臺及網絡環(huán)境。
[Abstract]:With the gradual narrowing of the difference between urban and rural development, the quality and ability of teachers in rural areas are becoming more and more incommensurate with the demands of the times and the society on their professional standards under the background of increasingly internationalization, professionalization and specialization of teachers' profession. Although the top-down training of rural teachers carried out by the state has some effect, it ignores the main position of teachers in learning, which is still far from the requirement of rural teachers' individual professional growth. This paper argues that teachers' self-oriented learning should be an important way to promote the growth and development of middle school teachers in rural areas. This learning model is driven by the teachers' actual needs. The teachers themselves set the learning goals, monitor the learning process and evaluate the results of reflective learning. It pays more attention to the teacher's main position in the study, and has great significance to the improvement of the rural teacher's quality. Then, what is the status quo of the self-directed ability of rural middle school teachers, whether there are differences in different backgrounds, and how to improve the self-directed learning ability of rural teachers in order to promote teachers' better learning and development? These problems are worthy of further study. This study investigates the current situation of rural middle school teachers' self-directed learning ability from six dimensions: learning consciousness, planning and implementation, information seeking, learning strategy application, interpersonal communication, evaluation and reflection ability. The results show that the self-directed learning ability of rural middle school teachers is at the middle level, the scores of learning consciousness and interpersonal communication ability are relatively high, and the score of evaluation and reflection ability is relatively low, there is still room for improvement. By using T test and single factor analysis of variance, it is found that there are significant differences in self-directed learning ability of rural middle school teachers with different academic qualifications, teaching years, professional titles and courses, but there are no significant differences among rural middle school teachers of different genders. Through the attribution analysis of the present situation, the author finds out the teachers' self-consciousness, self-efficacy, personality traits, the teachers' teaching concept and the orientation of their own roles. Factors such as external environment and resource construction will influence teachers' self-directed learning. Finally, from the teachers themselves, adult trainers, external environment and other three aspects to improve the rural middle school teachers' self-directed learning ability specific path. In terms of teachers themselves, we should mold self-oriented personality traits, improve their own autonomous learning ability; strengthen the awareness of active use of learning strategies to improve learning efficiency; strengthen communication and communication with others, and enhance their own communication and cooperation ability. In the aspect of adult trainers, the trainers change their traditional concepts and reposition their roles. In teaching, they pay attention to cultivating the ability of self-directed learning of rural middle school teachers. In terms of external environment, the government should strengthen the support for rural middle school teachers; schools should create good learning platform and resources for rural teachers; social institutions should create external support platform and network environment for self-oriented learning.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G635.1

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