新疆两年制双语教师培训教育类课程设置研究

发布时间：2019-03-07 13:41

【摘要】：新疆两年制双语教师培训是新疆双语教育发展的客观需求，不仅是加快少数民族双语教师队伍发展，同时是稳定现有少数民族教师队伍的重要措施，加强双语教师培训，提高双语教师教育教学能力，建设一支合格的双语教师队伍，是贯彻落实教育规划纲要、提高双语教师整体素质的重要举措，对双语教育质量的提高具有重要的意义。而提高双语教师的教育教学能力的关键在于教育类课程的设置，针对双语培训教师的特殊性，教育类课程设置面临挑战。因此，研究新疆两年制双语教师培训教育类课程设置现状和问题以及如何改进其课程设置对于提高新疆双语教学质量具有较强的现实意义。全文共分五部分,主要内容概括为：第一部分引论，通过对文献的梳理和盘点，提出问题、对相关概念进行界定、对国内外的相关研究进行综述及提出了研究思路、研究方法、研究意义。第二部分现状分析，依据《新疆中小学少数民族“双语”教师“两年制”培训指导方案》，从课程结构和课程内容两方面对新疆两年制双语教师培训教育类课程的设置进行分析。第三部分教育类课程目标的达成度分析，以自编调查问卷为研究工具,以考察教育类课程目标的达成度--培训后双语教师教学能力现状，旨在分析教育类课程设置的合理性。主要结论教育类课程目标的达成度低，培训后双语教师教学能力偏低，具体的教学能力还存在一些问题，教学设计能欠缺，，汉语表达能力和汉语板书能力较差，教学评价能力不足，进一步访谈得知，培训后双语教师在提高教学能力方面不明显，表明教育类课程设置存在不合理之处。第四部分通过问卷调查和深度访谈，旨在进一步指出教育类课程设置的存在的具体问题。一是结构设置方面，教育类课程占总体比例偏低，教育技能课程的比例偏低；二是内容设置方面，教育类课程的内容的实用性低，与教学实际工作联系不密切；三是教育实践课程方面，时间安排不合理，指导力不足。第五部分，优化教育类课程设置的建议。一是调整教育类课程结构，增加教育类课程的总体比例，加大教育技能课程的比例；二是改革教育类课程内容，通过案例教学、微格教学加强教育类课程的实用性及与实际教学的联系；三是优化教育实践课程，改变教育实践模式，教师指导制度化。
[Abstract]:The two-year bilingual teacher training in Xinjiang is an objective demand for the development of bilingual education in Xinjiang. It is not only an important measure to speed up the development of bilingual teachers of ethnic minorities, but also an important measure to stabilize the existing teachers of ethnic minorities, and to strengthen the training of bilingual teachers. Improving the teaching ability of bilingual teachers and building a qualified team of bilingual teachers is an important measure to carry out the outline of educational planning and improve the overall quality of bilingual teachers. It is of great significance to the improvement of bilingual education quality. The key to improve bilingual teachers' educational teaching ability lies in the establishment of educational courses. In view of the particularity of bilingual training teachers, the educational curriculum establishment is facing challenges. Therefore, it is of great practical significance to study the current situation and problems of the two-year bilingual teacher training and education curriculum in Xinjiang and how to improve its curriculum setting for improving the quality of bilingual teaching in Xinjiang. The full text is divided into five parts, the main contents are summarized as follows: the first part is introduction, through sorting out and inventory of the literature, putting forward the questions, defining the related concepts, summarizing the related research at home and abroad and putting forward the research ideas. Research method, research significance. The second part is the analysis of the current situation, according to the "two-year training program" for the bilingual teachers of ethnic minorities in primary and secondary schools in Xinjiang. This paper analyzes the two-year bilingual teacher training and education curriculum in Xinjiang from the aspects of curriculum structure and curriculum content. The third part is the analysis of the achievement degree of the educational curriculum goal, taking the self-designed questionnaire as the research tool to investigate the achievement degree of the educational curriculum goal-the present situation of the bilingual teachers' teaching ability after training, in order to analyze the rationality of the educational curriculum setup. Conclusion the goal of educational courses is low, the teaching ability of bilingual teachers after training is on the low side, there are still some problems in teaching ability, the ability of teaching design is deficient, the ability of Chinese expression and Chinese writing board are poor, and the teaching ability of bilingual teachers is low after training, and there are some problems in teaching ability. The teaching evaluation ability is insufficient, and further interview shows that the bilingual teachers have no obvious improvement in teaching ability after training, which indicates that there are some unreasonable courses in education. The fourth part, through questionnaire survey and in-depth interview, aims to further point out the specific problems existing in the curriculum design of education. On the one hand, the proportion of educational courses is low and the proportion of educational skills courses is low, the other is that the practicality of educational courses is low, which is not closely related to the actual teaching work, and the other is that the content of educational courses is low in proportion to the whole, and the proportion of educational skills courses is low. The third is the educational practice curriculum, the time arrangement is unreasonable, the guidance ability is insufficient. The fifth part, the suggestion of optimizing the educational curriculum. The first is to adjust the structure of educational courses, increase the overall proportion of educational courses, and increase the proportion of educational skills courses; The second is to reform the contents of educational courses, to strengthen the practicability of educational courses and the relationship between them through case teaching and micro-teaching, and to optimize the educational practice curriculum, change the educational practice mode and institutionalize teachers' guidance.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G752.3

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