中學(xué)生物教師入職初期專業(yè)成長(zhǎng)的現(xiàn)狀和策略研究
發(fā)布時(shí)間：2019-03-15 13:54
【摘要】：隨著新一輪基礎(chǔ)教育課程改革的深入,提升教育質(zhì)量成為了當(dāng)前課改的重要工作,教師是提升教育質(zhì)量的關(guān)鍵,而加強(qiáng)教師隊(duì)伍建設(shè)則是提高教育質(zhì)量重要的基礎(chǔ)性工作之一。全國每年有大量的畢業(yè)生進(jìn)入教師崗位,幫助入職初期的新手型教師迅速成長(zhǎng)為熟手型教師是加強(qiáng)教師隊(duì)伍建設(shè)的重要的工作,而在職培訓(xùn)則是入職初期的教師實(shí)現(xiàn)專業(yè)成長(zhǎng)的重要途徑。本論文通過閱讀相關(guān)文獻(xiàn)、對(duì)教師進(jìn)行調(diào)查,從教師在職培訓(xùn)的角度對(duì)中學(xué)生物教師入職初期專業(yè)成長(zhǎng)進(jìn)行研究,主要研究?jī)?nèi)容包括以下幾個(gè)部分:首先,運(yùn)用文獻(xiàn)法比較了中國與美國、日本的中學(xué)教師在職培訓(xùn)體系,美國的在職培訓(xùn)體系實(shí)現(xiàn)了教師在職培訓(xùn),教師資格認(rèn)證,在職培訓(xùn)機(jī)構(gòu)認(rèn)證、評(píng)估的有機(jī)結(jié)合,達(dá)到了激勵(lì)教師參與在職培訓(xùn)、督促教師培訓(xùn)機(jī)構(gòu)的發(fā)展的目的。在職培訓(xùn)的模式方面,美國創(chuàng)造了高校與中學(xué)平等合作的教師專業(yè)發(fā)展學(xué)校,使大學(xué)教授、中學(xué)在職教師、師范生組成了教學(xué)教研的共同體,彌補(bǔ)了在職培訓(xùn)中理論與實(shí)踐分離的不足。日本初任教師的培訓(xùn)體系發(fā)展的較為成熟,有專門針對(duì)新任教師培訓(xùn)的初任教師研修制度,并對(duì)培訓(xùn)的目的、內(nèi)容、對(duì)象、年間研究計(jì)劃、指導(dǎo)計(jì)劃、學(xué)科指導(dǎo)教師等做出了詳細(xì)的規(guī)定。其次,利用問卷法對(duì)長(zhǎng)沙市入職3年以內(nèi)的中學(xué)生物教師進(jìn)行了調(diào)查,了解其在職培訓(xùn)的現(xiàn)狀及對(duì)在職培訓(xùn)反饋,包括在職培訓(xùn)對(duì)專業(yè)成長(zhǎng)的幫助、在職培訓(xùn)存在的問題以及解決在職培訓(xùn)問題的建議,而后對(duì)有經(jīng)驗(yàn)的中學(xué)生物教師,學(xué)校的管理者進(jìn)行了訪談。調(diào)查顯示,長(zhǎng)沙市入職初期中學(xué)生物教師在職培訓(xùn)的普及率高,大部分教師參與在職培訓(xùn)的目的是提升教育教學(xué)實(shí)踐能力、拓展學(xué)科知識(shí)、積累教育實(shí)踐經(jīng)驗(yàn);入職初期的教師參與在職培訓(xùn)的途徑主要是校本培訓(xùn),而校本培訓(xùn)主要以師徒制的形式開展;多數(shù)教師認(rèn)為校本培訓(xùn)對(duì)教學(xué)設(shè)計(jì)能力、課堂組織與管理能力的提升很大。由此可以看出,入職初期的教師大部分屬于新手型教師,或是處在從新手型教師向熟手型教師過渡的階段。研究發(fā)現(xiàn)當(dāng)前的在職培訓(xùn)體系存在培訓(xùn)與教學(xué)日常工作難以兼顧;在職培訓(xùn)與教育教學(xué)實(shí)踐缺乏聯(lián)系;培訓(xùn)機(jī)構(gòu)的設(shè)備不健全,難以滿足教師培訓(xùn)的需求;部分教師還沒有認(rèn)識(shí)到參與在職培訓(xùn),實(shí)現(xiàn)專業(yè)成長(zhǎng)的必要性等問題。最后,本研究結(jié)合美國、日本在職培訓(xùn)的經(jīng)驗(yàn),針對(duì)問卷調(diào)查中教師反映的問題,結(jié)合教師們提出的建議,為完善中國中學(xué)教師在職培訓(xùn)體系,促進(jìn)入職初期中學(xué)生物教師的專業(yè)成長(zhǎng)提出了四條策略:(1)提升初任教師教學(xué)實(shí)施能力;(2)以教師為主體,優(yōu)化培訓(xùn)內(nèi)容和形式;(3)增強(qiáng)在職培訓(xùn)中教師的自主性;(4)完善教師專業(yè)成長(zhǎng)激勵(lì)機(jī)制。
[Abstract]:With the deepening of the new round of basic education curriculum reform, improving the quality of education has become an important work of the current curriculum reform, teachers are the key to improve the quality of education, and strengthening the construction of teachers is one of the important basic work to improve the quality of education. Every year, a large number of graduates enter the posts of teachers throughout the country. It is an important task to strengthen the construction of the teachers' team to help the newcomers become experienced teachers in the early days of entry. On-the-job training is an important way for teachers to realize professional growth. Through reading the relevant literature, this paper investigates teachers, and studies the professional growth of biology teachers in middle school from the perspective of on-the-job training. The main contents of the research include the following parts: first of all, This paper compares the on-the-job training system of middle school teachers between China and the United States and Japan, and the on-the-job training system of the United States realizes the organic combination of on-the-job training of teachers, certification of teachers' qualifications, certification of on-the-job training institutions, and evaluation. The purpose of encouraging teachers to participate in on-the-job training and supervising the development of teacher training institutions has been achieved. In terms of the model of on-the-job training, the United States has created a professional development school for teachers with equal cooperation between universities and middle schools, so that university professors, on-the-job teachers in middle schools, and normal students have formed a community of teaching, teaching and research. It makes up for the deficiency of the separation of theory and practice in on-the-job training. The training system for first-time teachers in Japan is relatively mature, and there is a training system for first-time teachers specifically aimed at the training of new teachers, and the purpose, content, object, year-to-year research plan, and guidance plan of the training. The discipline guidance teacher and so on have made the detailed stipulation. Secondly, the questionnaire method is used to investigate the biology teachers of middle schools who have been in Changsha for less than three years, to find out the current situation of on-the-job training and feedback to the on-the-job training, including the help of on-the-job training for professional development. The problems existing in on-the-job training and suggestions for solving on-the-job training problems were discussed, and then interviews were conducted with experienced biology teachers and school managers in middle schools. The investigation shows that the popularization rate of in-service training for biology teachers in middle schools is high in the early days of entry into employment in Changsha, and the purpose of most teachers participating in on-the-job training is to improve the practical ability of education and teaching, expand the knowledge of subjects and accumulate practical experience in education. The way for teachers to participate in on-the-job training is mainly school-based training, and school-based training is mainly carried out in the form of teacher-apprentice system, and most teachers think that school-based training improves greatly the ability of teaching design, classroom organization and management. It can be seen that most of the teachers in the initial period are new teachers, or they are in the stage of transition from newcomers to skilled teachers. It is found that the current on-the-job training system is difficult to give consideration to the daily work of training and teaching, the on-the-job training and teaching practice is lack of connection, the equipment of training institutions is not perfect, and it is difficult to meet the needs of teacher training. Some teachers have not realized the necessity of participating in on-the-job training and realizing professional growth. Finally, based on the experience of on-the-job training in the United States and Japan, this study aims to improve the on-the-job training system of middle school teachers in China, aiming at the problems reflected by teachers in the questionnaire survey and the suggestions put forward by teachers. Four strategies have been put forward to promote the professional growth of biology teachers in middle schools at the beginning of entry: (1) to improve the teaching and implementation ability of first-time teachers; (2) taking teachers as the main body, optimizing the contents and forms of training; (3) enhancing teachers' autonomy in on-the-job training; (4) perfecting the incentive mechanism of teachers' professional growth.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.91
本文編號(hào)：2440691
[Abstract]:With the deepening of the new round of basic education curriculum reform, improving the quality of education has become an important work of the current curriculum reform, teachers are the key to improve the quality of education, and strengthening the construction of teachers is one of the important basic work to improve the quality of education. Every year, a large number of graduates enter the posts of teachers throughout the country. It is an important task to strengthen the construction of the teachers' team to help the newcomers become experienced teachers in the early days of entry. On-the-job training is an important way for teachers to realize professional growth. Through reading the relevant literature, this paper investigates teachers, and studies the professional growth of biology teachers in middle school from the perspective of on-the-job training. The main contents of the research include the following parts: first of all, This paper compares the on-the-job training system of middle school teachers between China and the United States and Japan, and the on-the-job training system of the United States realizes the organic combination of on-the-job training of teachers, certification of teachers' qualifications, certification of on-the-job training institutions, and evaluation. The purpose of encouraging teachers to participate in on-the-job training and supervising the development of teacher training institutions has been achieved. In terms of the model of on-the-job training, the United States has created a professional development school for teachers with equal cooperation between universities and middle schools, so that university professors, on-the-job teachers in middle schools, and normal students have formed a community of teaching, teaching and research. It makes up for the deficiency of the separation of theory and practice in on-the-job training. The training system for first-time teachers in Japan is relatively mature, and there is a training system for first-time teachers specifically aimed at the training of new teachers, and the purpose, content, object, year-to-year research plan, and guidance plan of the training. The discipline guidance teacher and so on have made the detailed stipulation. Secondly, the questionnaire method is used to investigate the biology teachers of middle schools who have been in Changsha for less than three years, to find out the current situation of on-the-job training and feedback to the on-the-job training, including the help of on-the-job training for professional development. The problems existing in on-the-job training and suggestions for solving on-the-job training problems were discussed, and then interviews were conducted with experienced biology teachers and school managers in middle schools. The investigation shows that the popularization rate of in-service training for biology teachers in middle schools is high in the early days of entry into employment in Changsha, and the purpose of most teachers participating in on-the-job training is to improve the practical ability of education and teaching, expand the knowledge of subjects and accumulate practical experience in education. The way for teachers to participate in on-the-job training is mainly school-based training, and school-based training is mainly carried out in the form of teacher-apprentice system, and most teachers think that school-based training improves greatly the ability of teaching design, classroom organization and management. It can be seen that most of the teachers in the initial period are new teachers, or they are in the stage of transition from newcomers to skilled teachers. It is found that the current on-the-job training system is difficult to give consideration to the daily work of training and teaching, the on-the-job training and teaching practice is lack of connection, the equipment of training institutions is not perfect, and it is difficult to meet the needs of teacher training. Some teachers have not realized the necessity of participating in on-the-job training and realizing professional growth. Finally, based on the experience of on-the-job training in the United States and Japan, this study aims to improve the on-the-job training system of middle school teachers in China, aiming at the problems reflected by teachers in the questionnaire survey and the suggestions put forward by teachers. Four strategies have been put forward to promote the professional growth of biology teachers in middle schools at the beginning of entry: (1) to improve the teaching and implementation ability of first-time teachers; (2) taking teachers as the main body, optimizing the contents and forms of training; (3) enhancing teachers' autonomy in on-the-job training; (4) perfecting the incentive mechanism of teachers' professional growth.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.91
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