曲阜市中学生物教师专业发展水平的调查研究

发布时间：2018-05-09 10:00

本文选题：中学生物教师 + 教师专业标准　；参考：《曲阜师范大学》2015年硕士论文

【摘要】：我国于2012年颁布实施了《中学教师专业标准(试行)》,这是我国推进教师专业发展的重要里程碑。21世纪是生命科学的世纪,中学生物教师不但要培养全体学生的生命科学素养,更重要的是要培养未来的生命科学领域的创新性人才,这对中学生物教师素养提出了更高要求。本文在分析了相关理论的基础上,从中学生物教学实际出发,对当前山东省曲阜市范围内中学生物教师专业发展水平进行了调查分析,并提出了相关优化建议。旨在为以后教育行政机构和学校管理者构建科学系统的教师专业发展体系,科学的开展职后教师教育工作提供依据,帮助中学生物教师不断分析自己的长处和不足,对自身情况进行逐项评价和反思,实现中学生物教师全面发展。本研究利用了文献法、调查法、统计分析法和比较分析法等多种研究方法。论文主体共分为六部分:第一部分是导论。简要阐述了本文的研究背景,国内外的研究现状和研究意义。第二部分是概述。对教师专业发展、生物教师专业发展水平的概念进行了界定。然后对中学教师专业发展标准,休伯曼教师生涯五阶段理论,唐圣权五阶段专业发展理论进行了阐述。第三部分是研究的设计与实施。主要包括确定研究对象,选择合适的研究方法,设计相应的调查问卷和进行实测,收集和分析相关的数据。第四部分是研究结果与分析。用自编的中学生物教师专业发展调查问卷,调查中学生物教师专业发展的现实状况,使用SPSS17.0软件进行对数据进行处理,通过对调查结果的分析得出下面的结论:曲阜中学生物教师专业发展水平的总体状况良好,各发展阶段教师的百分比与中学教师专业发展常模中的百分比基本一致。多数教师还没能够利用多种评价手段对学生的发展过程进行评价,教学评价手段过于单一、评价的主体过于局限、评价的目的和功能异化。对自然、人文、艺术学科的知识没有很好的全面的了解和掌握。教师对教学工作中出现的问题缺乏的反思和改进。不同职称的教师之间的专业发展水平存在显著性差异,教师的职称与教师专业发展水平密切相关。第五部分是结论与建议。对本论文进行系统总结,并针对调查结果提出提高中学生物教师专业发展水平的策略。第六部分是反思与展望。主要对本研究的结果做了一个总结,并针对本研究存在的不足进行反思,提出相应的改进意见。
[Abstract]:In 2012, China promulgated and implemented the Professional Standard for Middle School Teachers (try out), which is an important milestone in promoting the professional development of teachers in our country. The 21st century is the century of life science. Biology teachers in middle schools should not only cultivate the life science literacy of all students. What is more important is to cultivate innovative talents in the field of life science in the future, which puts forward higher requirements for the quality of middle school biology teachers. Based on the analysis of relevant theories and the reality of biology teaching in middle schools, this paper investigates and analyzes the professional development level of biology teachers in Qufu City, Shandong Province, and puts forward some suggestions for optimization. The purpose of this paper is to provide the basis for the establishment of a scientific system of teachers' professional development in the future educational administration institutions and school administrators, to carry out the work of post-service teacher education scientifically, and to help the biology teachers of middle schools to analyze their own strengths and weaknesses. Carry on the appraisal and reflection to oneself condition one by one, realize the middle school biology teacher all-round development. In this study, literature method, investigation method, statistical analysis method and comparative analysis method are used. The main body of the thesis is divided into six parts: the first part is an introduction. This paper briefly describes the research background, domestic and foreign research status and research significance. The second part is an overview. The concept of teacher professional development and biological teacher professional development level is defined. Then it expounds the standards of middle school teachers' professional development, the five-stage theory of Huberman's teacher career and the theory of Tang Shengquan's five-stage professional development. The third part is the design and implementation of the research. It mainly includes determining the research object, choosing the appropriate research method, designing the corresponding questionnaire and measuring the data, collecting and analyzing the relevant data. The fourth part is the research results and analysis. In this paper, a self-designed questionnaire for the professional development of middle school biology teachers is used to investigate the actual situation of the professional development of middle school biology teachers, and the data are processed by using SPSS17.0 software. Through the analysis of the investigation results, the following conclusions are drawn: the general situation of the professional development level of biology teachers in Qufu Middle School is good, and the percentage of teachers in each stage of development is basically the same as that in the norm of professional development of middle school teachers. Most teachers have not been able to evaluate the development process of students by a variety of evaluation methods. The teaching evaluation method is too single, the main body of evaluation is too limited, and the purpose and function of evaluation is alienated. The knowledge of nature, humanities and art is not well understood and mastered. Teachers' reflection and improvement on the problems in teaching work. There are significant differences in the level of professional development among teachers with different titles, and the professional titles of teachers are closely related to the level of professional development of teachers. The fifth part is the conclusion and recommendation. This paper summarizes systematically and puts forward the strategies to improve the professional development level of biology teachers in middle schools in the light of the investigation results. The sixth part is introspection and prospect. This paper makes a summary of the results of this study, and puts forward some suggestions for improvement in view of the shortcomings of this study.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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