教師教學自主權(quán)問題初探
發(fā)布時間：2018-11-19 16:32
【摘要】：凡專業(yè)人員均具有專業(yè)自主權(quán)。教師作為準專業(yè)人員,同樣擁有專業(yè)自主權(quán)。教學自主權(quán)作為專業(yè)自主權(quán)的一種,對促進教師專業(yè)成長、提高教學質(zhì)量,均具有十分重要的意義與價值。然而,現(xiàn)實中,教師的教學自主權(quán)常常得不到有效的保障,或者存在被誤用的情況。因此,如何切實維護教師的教學自主權(quán),防止其濫用,便成為廣大中小學教師不得不直面的一個難題。本文聚焦于中小學教師教學自主權(quán)的維護與合理運用。為了探討這一中心主題,論文首先對教師教學自主權(quán)的概念、范圍與邊界進行了界定,接著探討了教師擁有教學自主權(quán)的內(nèi)在依據(jù)與意義。為了驗證中小學教師在行使教學自主權(quán)方面存在的缺失,作者選擇某縣三所中學,運用個別訪談法,對教師教學自主權(quán)運用的現(xiàn)狀進行了實證調(diào)查。調(diào)查表明。中小學教師在擁有和運用教學自主權(quán)方面的確存在欠缺。針對這種普遍存在的問題,論文對影響教師教學自主權(quán)運用的諸多因素進行了剖析,在此基礎(chǔ)上,針對教師教學自主權(quán)的維護和合理運用問題提出了相應的對策與建議。論文研究認為,教師的教學自主權(quán)是由于教師勞動本身的復雜性所決定的,它構(gòu)成了教師專業(yè)倫理的基本內(nèi)核,是社會賦予教師團體法定的工作權(quán)利,是教師享有職業(yè)尊嚴的內(nèi)在源泉,也是促進教師專業(yè)發(fā)展的必然要求。教師享有教學自主權(quán)的程度,主要與歷史文化傳統(tǒng)、工業(yè)生產(chǎn)方式、科層制管理、教師團體的專業(yè)化程度、教師的個性特征有關(guān)。若要維護和正確運用教師的教學自主權(quán),就必須正確認識教師職業(yè)勞動的特殊性,切實提升教師行業(yè)整體的專業(yè)水準,辯證看待教師培訓的規(guī)范化與個性化;營造適合教師自主發(fā)展的人文環(huán)境,倡導學、研、做一體化的職業(yè)生活方式,構(gòu)建同伴互助交流的專業(yè)學習共同體。
[Abstract]:All professionals have professional autonomy. Teachers, as quasi-professionals, also have professional autonomy. As a kind of professional autonomy, teaching autonomy is of great significance and value in promoting teachers' professional growth and improving teaching quality. However, in reality, teachers' autonomy in teaching is often not effectively guaranteed or misused. Therefore, how to protect teachers' teaching autonomy and prevent their abuse has become a difficult problem that teachers in primary and secondary schools have to face. This paper focuses on the maintenance and rational application of teachers' teaching autonomy in primary and secondary schools. In order to discuss this central theme, the paper first defines the concept, scope and boundary of teachers' autonomy in teaching, and then probes into the intrinsic basis and significance of teachers' ownership of autonomy in teaching. In order to verify the deficiency of primary and middle school teachers in exercising their teaching autonomy, the author chooses three middle schools in a county and makes an empirical investigation on the present situation of teachers' teaching autonomy by using individual interview method. The investigation showed that. Teachers in primary and secondary schools in the ownership and use of teaching autonomy does not exist. In view of this universal problem, the paper analyzes many factors that affect teachers' teaching autonomy, and puts forward corresponding countermeasures and suggestions for the maintenance and rational application of teachers' teaching autonomy. The paper holds that teachers' autonomy in teaching is determined by the complexity of teachers' labor itself, which constitutes the basic core of teachers' professional ethics and is a statutory right given by society to teachers' groups. It is the inherent source of teachers' professional dignity and the inevitable requirement of promoting teachers' professional development. The degree of teachers' autonomy in teaching is mainly related to the historical and cultural tradition, industrial production mode, the management of hierarchy system, the specialization of teachers' groups, and the characteristics of teachers' personality. If we want to maintain and correctly use teachers' autonomy in teaching, we must correctly understand the particularity of teachers' professional work, improve the professional standard of teachers' profession as a whole, and treat the standardization and individuation of teacher training dialectically. To create a humanistic environment suitable for teachers' independent development, to advocate the integration of study, research, and professional life style, and to build a professional learning community for peer mutual assistance and exchange.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.0
本文編號：2342840
[Abstract]:All professionals have professional autonomy. Teachers, as quasi-professionals, also have professional autonomy. As a kind of professional autonomy, teaching autonomy is of great significance and value in promoting teachers' professional growth and improving teaching quality. However, in reality, teachers' autonomy in teaching is often not effectively guaranteed or misused. Therefore, how to protect teachers' teaching autonomy and prevent their abuse has become a difficult problem that teachers in primary and secondary schools have to face. This paper focuses on the maintenance and rational application of teachers' teaching autonomy in primary and secondary schools. In order to discuss this central theme, the paper first defines the concept, scope and boundary of teachers' autonomy in teaching, and then probes into the intrinsic basis and significance of teachers' ownership of autonomy in teaching. In order to verify the deficiency of primary and middle school teachers in exercising their teaching autonomy, the author chooses three middle schools in a county and makes an empirical investigation on the present situation of teachers' teaching autonomy by using individual interview method. The investigation showed that. Teachers in primary and secondary schools in the ownership and use of teaching autonomy does not exist. In view of this universal problem, the paper analyzes many factors that affect teachers' teaching autonomy, and puts forward corresponding countermeasures and suggestions for the maintenance and rational application of teachers' teaching autonomy. The paper holds that teachers' autonomy in teaching is determined by the complexity of teachers' labor itself, which constitutes the basic core of teachers' professional ethics and is a statutory right given by society to teachers' groups. It is the inherent source of teachers' professional dignity and the inevitable requirement of promoting teachers' professional development. The degree of teachers' autonomy in teaching is mainly related to the historical and cultural tradition, industrial production mode, the management of hierarchy system, the specialization of teachers' groups, and the characteristics of teachers' personality. If we want to maintain and correctly use teachers' autonomy in teaching, we must correctly understand the particularity of teachers' professional work, improve the professional standard of teachers' profession as a whole, and treat the standardization and individuation of teacher training dialectically. To create a humanistic environment suitable for teachers' independent development, to advocate the integration of study, research, and professional life style, and to build a professional learning community for peer mutual assistance and exchange.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G632.0
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