【摘要】：隨著教育改革的深入,建設(shè)一支高素質(zhì)的教師隊(duì)伍成為全面推進(jìn)素質(zhì)教育的關(guān)鍵任務(wù),教師專業(yè)發(fā)展逐漸成為人們關(guān)注的焦點(diǎn)。教師專業(yè)發(fā)展的過程就是教師職業(yè)認(rèn)知不斷深化、教育教學(xué)知識(shí)的不斷豐富、教學(xué)技能的不斷提高、教學(xué)經(jīng)驗(yàn)不斷積累進(jìn)而形成教學(xué)智慧的過程。地理作為中學(xué)主干學(xué)科,承擔(dān)著重要的授業(yè)育人功能。在新一輪高考改革的大背景下,地理成為除語數(shù)英以外其他七門課程中“七選三”的備選科目之一,地理學(xué)科迎來了巨大的挑戰(zhàn)。加之地理核心素養(yǎng)理念的提出,對(duì)中學(xué)地理教師提出了更高的要求。中學(xué)地理教師專業(yè)發(fā)展是教師專業(yè)發(fā)展在地理學(xué)科的具體化。本文采取敘事研究和文獻(xiàn)綜述的方法,以河北省一位省級(jí)重點(diǎn)中學(xué)的地理骨干教師W老師為研究對(duì)象,深入到教師的教育、教學(xué)情境中,通過訪談、觀察等方式收集成長(zhǎng)故事。根據(jù)研究對(duì)象的故事還原教育事件,通過對(duì)事件的分析從而形成對(duì)研究對(duì)象專業(yè)成長(zhǎng)的客觀認(rèn)識(shí),為研究者提供討論的內(nèi)容。本文共分為五個(gè)部分:第一部分為引言,主要從教師專業(yè)發(fā)展的意義、我國(guó)教育改革的趨勢(shì)以及地理教師的發(fā)展現(xiàn)狀等方面闡述選題的背景和研究意義。通過對(duì)國(guó)內(nèi)外教師專業(yè)成長(zhǎng)的階段理論、影響因素等相關(guān)研究進(jìn)行綜述,對(duì)教師專業(yè)發(fā)展、中學(xué)地理教師專業(yè)發(fā)展、教育敘事研究等核心概念的界定,明確本研究核心內(nèi)涵,找出本研究的立足點(diǎn),分析本研究的理論支撐。第二部分為研究概述,交待了研究對(duì)象的選取、研究方法的確定,研究思路以及研究的倫理與效度。第三部分為研究對(duì)象的專業(yè)發(fā)展故事的呈現(xiàn)。在這一部分,故事全部以第一人稱進(jìn)行講述,以時(shí)間為線索,展現(xiàn)了研究對(duì)象從少年時(shí)代一直到現(xiàn)在的地理從教生涯故事,并且根據(jù)研究思路,最后設(shè)置了他人對(duì)W老師的評(píng)價(jià),力求全面、立體地對(duì)W老師進(jìn)行描述。第四部分為對(duì)W老師的生涯階段分析,綜合以往學(xué)者的教師生涯發(fā)展階段理論,結(jié)合W老師的實(shí)際發(fā)展特點(diǎn),將其劃分為職前準(zhǔn)備期、入職適應(yīng)期、穩(wěn)定發(fā)展期和自我實(shí)現(xiàn)期四個(gè)階段。第五部分為W老師專業(yè)發(fā)展故事的啟示,從主動(dòng)的生涯發(fā)展意識(shí)、堅(jiān)定的地理教育信念、開放的外部成長(zhǎng)環(huán)境、教學(xué)反思和實(shí)踐研究、階段化生涯發(fā)展脈絡(luò)以及關(guān)鍵人物的影響等六個(gè)方面總結(jié)地理教師專業(yè)發(fā)展的影響因素,為一線地理教師的專業(yè)發(fā)展提供參考。
[Abstract]:With the deepening of educational reform, the construction of a contingent of high-quality teachers has become the key task of promoting quality-oriented education in an all-round way, and the professional development of teachers has gradually become the focus of attention. The process of teachers' professional development is the process of deepening teachers' professional cognition, enriching educational and teaching knowledge, improving teaching skills, accumulating teaching experience and forming teaching wisdom. Geography, as the main subject of middle school, bears the important function of teaching and educating people. Under the background of the new round of college entrance examination reform, geography has become one of the optional subjects in seven courses except English, and geography has met a great challenge. In addition, the concept of geographical core literacy puts forward higher requirements for middle school geography teachers. The professional development of geography teachers in middle school is the embodiment of teachers' professional development in geography. By means of narrative research and literature review, this paper takes W teacher, a key geography teacher in a provincial key middle school in Hebei Province, as the research object, and goes deep into the teacher's education and teaching situation, and collects the growth stories through interviews and observations. According to the story of the object of study, this paper restores the educational event, through the analysis of the event, forms the objective understanding of the professional growth of the research object, and provides the discussion content for the researcher. This paper is divided into five parts: the first part is the introduction, mainly from the significance of professional development of teachers, the trend of educational reform in China and the development of geography teachers, the background and research significance. By summarizing the theories of teachers' professional growth at home and abroad, influencing factors, and defining the core concepts, such as teacher professional development, geography teachers' professional development in middle school, educational narrative research, and so on, this paper clarifies the core connotation of this study. Find out the foothold of this study, analyze the theoretical support of this study. The second part is an overview of the research, including the selection of research objects, the determination of research methods, the research ideas, and the ethics and validity of the research. The third part is the presentation of the professional development story of the object of study. In this part, all the stories are told in the first person, taking time as the clue, showing the geography teaching life story of the subjects from childhood to now, and according to the research thought, Finally, we set up the evaluation of W teacher, and try to describe W teacher in a comprehensive and stereoscopic way. The fourth part is the analysis of W teacher's career stage, synthesizing the previous scholars' theory of teacher's career development stage, combining the characteristics of W teacher's actual development, dividing it into pre-service preparation period and induction period. Stable development period and self-actualization period four stages. The fifth part is the enlightenment of W teacher's professional development story, from the active career development consciousness, the firm geography education belief, the open external growth environment, the teaching introspection and the practice research, This paper summarizes the influencing factors of geography teachers' professional development from six aspects, such as the development of stage career and the influence of key characters, and provides a reference for the professional development of geography teachers in the first line.
【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
【分類號(hào)】：G633.55

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 史本林;面向21世紀(jì)中學(xué)地理教師的素質(zhì)[J];寧波教育學(xué)院學(xué)報(bào);2000年01期

2 楊紅云;談新世紀(jì)中學(xué)地理教師的素質(zhì)[J];玉溪師范學(xué)院學(xué)報(bào);2000年05期

3 張二勛 ,張同勛;21世紀(jì)中學(xué)地理教師應(yīng)有的素質(zhì)[J];教學(xué)與管理;2004年03期

4 陳春福;海南省中學(xué)地理教師隊(duì)伍建設(shè)研究[J];海南廣播電視大學(xué)學(xué)報(bào);2005年01期

5 劉國(guó)軍;新課程背景下中學(xué)地理教師繼續(xù)教育的課程改革[J];蘭州教育學(xué)院學(xué)報(bào);2005年01期

6 楊永會(huì);;中學(xué)地理教師素質(zhì)教育的實(shí)施[J];科學(xué)大眾;2006年03期

7 孫偉民;;新時(shí)期中學(xué)地理教師職責(zé)的探討[J];西北成人教育學(xué)報(bào);2006年02期

8 付賀梅;;制約中學(xué)地理教師專業(yè)發(fā)展的因素分析[J];中國(guó)成人教育;2008年04期

9 楊強(qiáng);;中學(xué)地理教師的專業(yè)化及發(fā)展[J];科技資訊;2008年15期

10 方昌日;;中學(xué)地理教師專業(yè)化發(fā)展研究[J];現(xiàn)代交際;2012年05期

相關(guān)會(huì)議論文 前1條

1 周光明;;對(duì)大氣環(huán)流的嘗試性理解[A];中國(guó)地理學(xué)會(huì)百年慶典學(xué)術(shù)論文摘要集[C];2009年

相關(guān)重要報(bào)紙文章 前3條

1 延津縣初級(jí)中學(xué) 楊文云;中學(xué)地理教師教學(xué)基本功[N];新鄉(xiāng)日?qǐng)?bào);2007年

2 本報(bào)記者 蘇軍　通訊員 朱征平;一字一詞激起腦海千層浪[N];文匯報(bào);2011年

3 本報(bào)記者　杜弋鵬　北京日?qǐng)?bào)記者　戚海燕;研究性學(xué)習(xí)的探索者[N];光明日?qǐng)?bào);2003年

相關(guān)碩士學(xué)位論文 前10條

1 郭瀟瀟;上海市中學(xué)地理教師教育科研現(xiàn)狀調(diào)研[D];上海師范大學(xué);2008年

2 付賀梅;中學(xué)地理教師專業(yè)發(fā)展研究[D];河北師范大學(xué);2005年

3 劉偉明;內(nèi)蒙古中西部地區(qū)中學(xué)地理教師隊(duì)伍建設(shè)現(xiàn)狀研究[D];內(nèi)蒙古師范大學(xué);2013年

4 郭麗霞;拉薩市中學(xué)地理教師專業(yè)化發(fā)展現(xiàn)狀及對(duì)策分析[D];西藏大學(xué);2013年

5 宋東方;中學(xué)地理教師說課能力現(xiàn)狀與發(fā)展對(duì)策研究[D];華中師范大學(xué);2015年

6 樊佳鳳;新課程背景下促進(jìn)中學(xué)地理教師專業(yè)發(fā)展的教學(xué)反思研究[D];江西師范大學(xué);2015年

7 趙亞培;基于標(biāo)準(zhǔn)的城市中學(xué)地理教師信息技術(shù)知識(shí)需求調(diào)查研究[D];河南大學(xué);2015年

8 仵芳;構(gòu)建中學(xué)地理教師的G-TPACK（整合技術(shù)的地理教學(xué)知識(shí)）模型[D];華東師范大學(xué);2016年

9 劉湘林;新任中學(xué)地理教師職業(yè)適應(yīng)性研究[D];湖南師范大學(xué);2016年

10 謝晉秋;中學(xué)地理教師價(jià)值取向的變化及影響研究[D];湖南師范大學(xué);2016年

，

本文編號(hào)：2251064