区域性中学历史教师专业学习共同体构建研究

发布时间：2018-10-17 21:30

【摘要】：世界新一轮的课程改革实践证明,只有教师将改革的理念付诸实践,教育和学校的改革才会事半功倍,因此如何提高教师的质量成为各国教育改革的当务之急。当今世界知识信息迅猛发展,更新换代的速度比以往任何时候快,教师能否树立一种终身学习的理念,不断寻求自我专业发展成为提高教师质量的关键。教师专业学习共同体,一种由具有共同愿景的教育实践者组成的学习团队,以分享知识、合作学习作为其核心文化,满足了教师寻求自我专业发展的要求,并且经多个国家的实践证明了是一条有效的教师专业发展途径,受到世界各国的推广和应用。我国拥有一个庞大的中小学教师队伍,但是这个队伍的质量发展参差不齐,普遍存在知识比例失调,从教能力不足；入职学历要求低,在职发展机会少；职业道德欠缺等问题,教师的专业发展形势严峻。而在具体的学科教师专业发展中,我国重理轻文的社会风气；学生喜欢历史却不喜欢历史课的现实以及新课程改革倡导的合作式的教师专业发展途径等因素,使得传统的以自我为中心的历史教师专业发展面临严峻的挑战。鉴于此,通过构建中学历史教师专业学习共同体的途径促进历史教师的专业发展成为时下我国提高历史教师质量的必选之路。文章分六个部分对构建区域性中学历史教师专业学习共同体这一问题进行了研究论述。文章的第一部分为绪论,论述了选题的缘由和意义,国内外相关的研究现状以及文章的研究思路和方法。第二部分,重点对教师专业发展、区域性、教师专业学习共同体和历史教师专业学习共同体等概念进行了界定。第三部分,笔者梳理了教师同伴指导、“批判性诤友团队”、在线教师专业学习共同体、“U-S协作型专业学习共同体”、教育集团、教研组等国内外几种具有代表意义的区域性教师专业学习共同体实践模式,以期为构建适合于我国教育现状的中学历史教师专业学习共同体提供借鉴。第四部分,采用问卷调查法了解湖南省湘南地区中学历史教师的专业学习共同体的发展现状。文章的第五部分针对湖南省湘南地区历史教师专业学习共同体发展中存在的问题,从政府的政策支持、学校的环境和人力资源条件保障、历史教师专业学习共同体的实施三个层面出发,提出了构建策略。最后一部分是文章的结语,对文章进行概括性的小结。
[Abstract]:The new round of curriculum reform practice in the world has proved that only when teachers put the idea of reform into practice can the reform of education and school achieve twice the result with half the effort. Therefore, how to improve the quality of teachers becomes the urgent task of education reform in all countries. With the rapid development of knowledge and information in the world, the speed of updating is faster than ever before. Whether teachers can set up a concept of lifelong learning and constantly seek self-professional development has become the key to improve the quality of teachers. The teacher professional learning community, a learning team composed of educational practitioners with a common vision, shares knowledge and collaborates learning as its core culture, which meets the teachers' requirement of seeking self-professional development. It is proved by practice in many countries that it is an effective way of teacher professional development and has been popularized and applied all over the world. China has a large contingent of primary and secondary school teachers, but the quality of this team is uneven, and there are many problems, such as the imbalance in the proportion of knowledge, the lack of teaching ability, the low requirements for entry qualifications, the lack of opportunities for on-the-job development, the lack of professional ethics, and so on. The situation of teachers' professional development is grim. In the specific subject teacher professional development, the social atmosphere of attaching importance to management and neglecting the text, the students like history but not the reality of history class, and the cooperative way of teacher professional development advocated by the new curriculum reform, etc. The traditional self-centered history teacher professional development is facing severe challenges. In view of this, to promote the professional development of history teachers through the way of constructing the professional learning community of history teachers in middle schools has become the inevitable way to improve the quality of history teachers in our country. This paper discusses the construction of regional history teachers' professional learning community in six parts. The first part of the article is the introduction, which discusses the reason and significance of the topic, the domestic and foreign related research status and the research ideas and methods of the article. The second part mainly defines the concepts of teacher professional development, regional, teacher professional learning community and history teacher professional learning community. The third part, the author combs the teacher peer guidance, "critical friend team", "online teachers professional learning community", "U-S collaborative professional learning community", education group, The teaching and research group and other domestic and foreign representative regional teachers' professional learning community practice model in order to provide a reference for the construction of middle school history teachers' professional learning community which is suitable for the current education situation of our country. In the fourth part, we use the questionnaire to understand the development of professional learning community of middle school history teachers in Hunan province. The fifth part of the article aims at the problems existing in the development of the history teachers' professional learning community in Hunan Province, from the government's policy support, the school environment and the human resource condition guarantee, Starting from the implementation of history teachers' professional learning community, this paper puts forward the construction strategy. The last part is the conclusion of the article, a summary of the article.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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