基于自我决定理论分析中小学教师职后培训中的教师学习动机
发布时间：2018-11-12 18:08
【摘要】：近年来,我国的教育事业迅猛发展,教师教育领域的研究与实践也逐步趋于成熟和完善,而中小学教师的职后培训问题也成为一个热门的话题,并受到了极大的重视。不论在理论方面还是实践方面,教师职后培训都已经取得了十分明显的成果,同时这个领域也还存在着许多值得继续探讨的问题。本文基于动机理论中的自我决定理论,分析中小学教师职后培训中的学习动机情况。自我决定理论由美国心理学家理查德·M·瑞安(Richard M. Ryan)和爱德华·L·德西(Edward L.Deci)于20世纪80年代提出的,该理论认为人具有积极的主观能动性,能根据内在的基本心理需求将外部环境与外部动机在一定条件下内化为内在满足感,从而激发自我成长的潜能。自我决定理论一共分为认知评价理论、基本心理需要理论、有机整合理论、目标内容理论和因果定向理论五个子理论。根据自我决定理论分析中小学教师职后培训表明,因教师职后培训中存在着培训制度尚未完善、培训内容枯燥脱节和培训方式欠妥等问题,因此当前的培训普遍未能有效促进教师的学习动机,最终导致职后培训的效果不佳、资源浪费、教师满意度较低、积极性较差,阻碍了教师职后专业成长。文章主要分为五个部分。第一部分为绪论,阐述了选题缘由、研究目的和意义、相关概念界定、文献综述、研究方法与思路和创新与不足。第二部分简要阐述了自我决定理论的发展背景和核心内容。第三部分分析了当前中小学教师职后培训学习动机的现状,具体谈到了职后培训的频率、主要培训形式、师资、训前调研和训后回访、教师需求以及教师的满意度等几个问题。第四部分应用自我决定理论,依照几个子理论对中小学教师职后培训学习动机进行具体的理论分析,阐明目前存在的一些问题的症结所在。最后一部分根据前文的分析,得出了文章结论并提出了改进建议——建立教师自我决定和自我效能的积极培训认知,建立满足教师基本心理需要的培训体系,建立促进内外部动机相结合的良好环境。
[Abstract]:In recent years, with the rapid development of education in China, the research and practice in the field of teacher education have gradually become mature and perfect, and the problem of post-service training of primary and secondary school teachers has become a hot topic and has received great attention. Both in theory and in practice, the post-service training of teachers has achieved very obvious results, at the same time, there are still many problems worth exploring in this field. Based on the self-decision theory in motivation theory, this paper analyzes the learning motivation of primary and secondary school teachers in post-service training. The theory of self-determination was put forward by American psychologists Richard M. Ryan (Richard M. Ryan) and Edward L.Deci in the 1980s. It can internalize the external environment and external motivation into internal satisfaction under certain conditions according to the internal basic psychological needs, thus stimulating the potential of self-growth. The theory of self-determination is divided into five sub-theories: cognitive evaluation theory, basic psychological need theory, organic integration theory, goal content theory and causal orientation theory. According to the theory of self-decision, the analysis of post-service training of primary and secondary school teachers shows that there are some problems in the post-service training of teachers, such as the imperfection of training system, the dull disconnect of training contents and the improper training methods. Therefore, the current training generally fails to effectively promote teachers' learning motivation, which ultimately leads to poor results of post-service training, waste of resources, low teacher satisfaction and poor enthusiasm, which hinders teachers' professional growth. The article is divided into five parts. The first part is the introduction, which expounds the reason, the purpose and significance of the research, the definition of relevant concepts, literature review, research methods and ideas, innovation and insufficiency. The second part briefly describes the development background and core content of self-decision theory. The third part analyzes the current situation of teachers' learning motivation after training in primary and secondary schools, and specifically discusses the frequency, main training forms, teachers, pre-training research and post-training visits, teachers' needs and teachers' satisfaction. The fourth part applies the theory of self-determination, according to several sub-theories to analyze the learning motivation of primary and secondary school teachers' post-service training, and clarifies the crux of some existing problems. In the last part, according to the analysis above, the author draws the conclusion of the article and puts forward some suggestions for improvement, that is, to establish the positive training cognition of teachers' self-decision and self-efficacy, and to set up a training system to meet the basic psychological needs of teachers. Establish a good environment that promotes the combination of internal and external motivation.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
本文编号：2327821
[Abstract]:In recent years, with the rapid development of education in China, the research and practice in the field of teacher education have gradually become mature and perfect, and the problem of post-service training of primary and secondary school teachers has become a hot topic and has received great attention. Both in theory and in practice, the post-service training of teachers has achieved very obvious results, at the same time, there are still many problems worth exploring in this field. Based on the self-decision theory in motivation theory, this paper analyzes the learning motivation of primary and secondary school teachers in post-service training. The theory of self-determination was put forward by American psychologists Richard M. Ryan (Richard M. Ryan) and Edward L.Deci in the 1980s. It can internalize the external environment and external motivation into internal satisfaction under certain conditions according to the internal basic psychological needs, thus stimulating the potential of self-growth. The theory of self-determination is divided into five sub-theories: cognitive evaluation theory, basic psychological need theory, organic integration theory, goal content theory and causal orientation theory. According to the theory of self-decision, the analysis of post-service training of primary and secondary school teachers shows that there are some problems in the post-service training of teachers, such as the imperfection of training system, the dull disconnect of training contents and the improper training methods. Therefore, the current training generally fails to effectively promote teachers' learning motivation, which ultimately leads to poor results of post-service training, waste of resources, low teacher satisfaction and poor enthusiasm, which hinders teachers' professional growth. The article is divided into five parts. The first part is the introduction, which expounds the reason, the purpose and significance of the research, the definition of relevant concepts, literature review, research methods and ideas, innovation and insufficiency. The second part briefly describes the development background and core content of self-decision theory. The third part analyzes the current situation of teachers' learning motivation after training in primary and secondary schools, and specifically discusses the frequency, main training forms, teachers, pre-training research and post-training visits, teachers' needs and teachers' satisfaction. The fourth part applies the theory of self-determination, according to several sub-theories to analyze the learning motivation of primary and secondary school teachers' post-service training, and clarifies the crux of some existing problems. In the last part, according to the analysis above, the author draws the conclusion of the article and puts forward some suggestions for improvement, that is, to establish the positive training cognition of teachers' self-decision and self-efficacy, and to set up a training system to meet the basic psychological needs of teachers. Establish a good environment that promotes the combination of internal and external motivation.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1
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，本文编号：2327821
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