自我导向型教育实习方案研究

发布时间：2018-08-31 07:35

【摘要】：教育实习作为教师教育实践性课程,它的组织与实施关系到教师的质量,而教师的质量则关乎一个社会的教育质量。进入21世纪,我们国家顺应教师教育回归实践的国际潮流,从政策层面对教育实习的组织和实施提出要求。在政策的指引下,各个教师教育机构也都将教育实习作为准教师的必修课。但是在现实中,实习教师的实习经历通常并不顺利。实习教师普遍会遭遇现实震撼,他们不知道如何正确认知自己的教学能力,也不知道如何解决遇到的现实问题。甚至有实习教师因为在实习过程中遭遇困境与无助而产生了不想当老师的念头。如何指导实习教师解决遇到的困难与问题,如何帮助实习教师顺利完成从学生到教师的身份转换,这是摆在教师教育工作者面前的一项重要任务。基于上述背景,本研究将问题聚焦于自我导向型教育实习方案,并将其进一步细化为三个具体的研究问题:1.什么样的实习方案是有利于实习教师成长的;2.如何建构自我导向型教育实习方案;3.自我导向型教育实习方案对实习教师学习教学产生了怎样的影响。教育实习方案是教育实习的课程方案,评价和支持是实习方案的两个基本主题。实习教师通过获得评价反馈和自评形成正确的自我认知,指导教师根据评价的结果选择支持策略和支持活动。支持活动的实施效果需要通过评价实习教师的表现得到检验。为了解答研究问题,本研究首先通过梳理国内外实习教师评价标准和教师专业标准,综合教师支持的研究成果,并结合D师范大学的教育实习基本情况,建构了自我导向型教育实习方案。实习方案由目标、内容和实施方法构成。其中内容部分包括教育实习评价标准、实习任务、评价和支持活动。实习方案以能够促进实习教师反思和发展自我导引的能力为理念,将评价活动和支持活动融合在一起。大学指导教师、实习学校指导教师和实习教师同伴组成支持团队,为实习教师提供专业评价、专业支持和情感支持。然后本研究以个案研究的方式,探析实习教师在实习方案的影响下学习教学的过程,揭示实习方案与实习教师专业发展之间的关系。研究发现,自我导向型教育实习方案通过环境、同伴和指导教师三个要素作用于实习教师,促进实习教师遵循“计划——行动——反思——调节”的步骤进行实习。以评价标准引领实习教师发展方向、约束实习教师的实习规划,并且提供专业和情感支持构成实习方案的三大支点。在自我导向型教育实习方案的影响下,实习教师自我反思、自定发展的步调和自主调节行动。自我导向型教育实习方案作为一个机制和平台,促使实习教师发生不同于课堂学习的改变。实习教师在实践的过程中内化理念、实现社会化和扩展综合的实践知识。因此,为了提高教育实习的质量,教师教育者在计划实习方案和指导实习时需要注意以下几点:全面考虑实习的具体情境,利用方案设计弥补实习情境的不足。教师教育者要根据实习教师的个体差异选择阶梯式支持策略和支持活动,并指导实习教师重视理论与实践之间的联系。
[Abstract]:As a practical course of teacher education, the organization and implementation of teaching practice is related to the quality of teachers, while the quality of teachers is related to the quality of education in a society. However, in reality, the internship experience of the intern teachers is not always smooth. The intern teachers generally encounter reality shocks, they do not know how to correctly recognize their teaching ability, and do not know how to solve practical problems encountered. Teachers do not want to be teachers because of the difficulties and helplessness they encounter in the process of practice. How to guide the interns to solve the difficulties and problems they encounter and how to help the interns successfully complete the identity transformation from students to teachers is an important task for teachers and educators. The research focuses on the self-directed teaching practice program, and further refines it into three specific research questions: 1. What kind of practice program is conducive to the growth of intern teachers; 2. How to construct self-directed teaching practice program; 3. What kind of self-directed teaching practice program has produced for intern teachers'learning and teaching Impacts. Teaching practice program is the curriculum of teaching practice, and evaluation and support are the two basic themes of teaching practice program. Internship teachers form correct self-cognition by obtaining evaluation feedback and self-evaluation. Instructors select support strategies and activities according to the evaluation results. The implementation effect of support activities needs to be evaluated through practice. Teachers'performance is tested. To answer the research questions, this study first combs the evaluation criteria of interns and teachers' professional standards at home and abroad, synthesizes the research results of teacher support, and combines the basic situation of teaching practice in D Normal University to construct a self-directed teaching practice program. The internship program integrates evaluation activities and support activities with the concept of promoting interns'ability to reflect and develop self-guidance. The composition of University instructors, internship instructors and interns' peers. Support team provides professional evaluation, professional support and emotional support for interns. Then, this study explores the process of interns'learning and teaching under the influence of internship program by case study, reveals the relationship between internship program and professional development of interns. The three elements of context, peer and mentor act on the intern teacher, and promote the intern teacher to follow the steps of "plan-action-reflection-adjustment". Guiding the intern teacher's development direction by evaluation criteria, restraining the intern teacher's internship planning, and providing professional and emotional support constitute the three fulcrums of the internship program. Under the influence of the self-directed teaching practice program, the interns reflect on themselves, set the pace of development and self-regulate their actions. As a mechanism and platform, the self-directed teaching practice program promotes the interns to make changes different from classroom learning. The interns internalize their ideas in the process of practice, and realize socialization and socialization. Therefore, in order to improve the quality of teaching practice, teachers and educators should pay attention to the following points when planning and guiding the practice: comprehensively consider the specific situation of the practice, make up for the shortcomings of the practice situation by using the scheme design. Take strategies and support activities, and guide intern teachers to attach importance to the relationship between theory and practice.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G652.44

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