教师专业素质的形成与发展研究

发布时间：2019-02-16 03:48

【摘要】： 面对新的时代、新的教育理念和教育行为,广大中小学教师面临着巨大挑战。如何应对挑战,根本策略之一就是促进教师的专业发展,即提升教师的专业素质。以此为出发点和落脚点,本文以教师专业素质为论题,通过实践分析和理论阐释两个维度的探索,着力解决教师专业素质形成与发展过程中所涉及的基础理论问题,并有针对性地对制约教师专业素质提升的重大问题进行反思,进而提出有效的解决策略。旨在为我国教师教育人才培养模式的改革奠定坚实的理论基础、提供真实的实践模式,为促进教师的专业成长梳理出一个清晰的思路。 教师专业素质即教师从事教师职业所应必备的基础性和通识性素质。随着我国开放、多元教师教育体系的建立、教师教育院校人才培养模式的改革、教师继续教育工程的全面启动,教师实然状态下的职业道德、教育观念、知识结构、能力结构等基础性素质普遍得到提高。但与应然的教师专业素质要求还有较大差距。未来教师或理想教师的素质构成应包括教育思想、知识结构、能力结构和专业情意等四个方面的素质特征,其每一个要素都由若干因子构成,它们之间相互作用、彼此制约,构成了完整的教师专业素质结构。 教师专业特质,是在教师一般专业素质基础上凝聚、升华或重新生成的特殊专业素养和品质,是构成教师专业结构中不可或缺的要素,是教师专业中所特有的稳固的职业品质,是将教师专业同其他专业区别开来的核心品质。探讨教师的专业特质,前提是教师职业是否具有专业属性。本文从教师的社会功能、专业理论与专业技能、专业发展制度、专业自主权和专业组织等维度,从学理上认定专业化是教师职业的性质和发展趋势。据此,本文认为教师专业素质体系中,教师教育思想系统中的教育理念、教师知识结构系统中的学科教学知识、教师能力结构系统中的教学监控能力、教师专业情意系统中的专业精神和自我专业发展意识以及集各种要素之大成的教育智慧等品质具有教师专业特质的规定性。这是本文研究的重点和难点之一。 本文从影响因素的分析和规律的认识与把握两个视角阐释了教师专业素质的形成与发展问题。首先,从影响因素的角度,不同维度对影响因素的分析都是基于不同的假设和思想背景,说明影响教师专业素质形成与发展的因素是多方面的。本文依据对教师的工作分析和对一些专家型教师的成长过程的研判,认为人格、行为、环境是影响教师专业素质形成与发展的主要因素,“三位一体”共同规约着教师的成长与发展。其次,从对规律的认识和把握角度,本文认为教师专业素质的形成与发展受个体一般素质发展水平的制约;教师专业素质的形成与发展是教师专业素质的实体系统、动力系统和监控系统的同构与整和的过程;教师专业素质的形成与发展是渐进累积式发展与跨越突变式发展的统一过程;教师专业素质的形成与发展是一个实践与反思相互循环,层次不断深化的过程;教师专业素质的形成与发展是一个主体不断开发利用内、外部资源和条件,进行优势整合的过程。这五个方面可以作为教师成长与发展的规律性的认识,在教师教育的具体实践中加以把握和遵循。这是本文研究的另一个核心和重点问题。 理论研究应该指向对现实的批判与建构,理论永远是指向实践的。为此本文最后一章基于对教师专业素质的实践认知和学理分析,认为教师观念、职前培养和职后培训以及环境中存在的诸多误区是对教师专业成长与发展的最大障碍。而更新观念,明确教师自身的专业地位,走自主发展之路;统整职前培养和职后培训,创新教师教育人才培养模式;优化外部保障,创设良好的组织、制度和精神环境是当今历史条件下促进并优化教师专业素质形成与发展的有效路径。
[Abstract]:Facing the new era, the new educational concept and the educational behavior, the primary and middle school teachers face a great challenge. How to deal with the challenge, one of the fundamental strategies is to promote the professional development of the teacher, that is, to improve the professional quality of the teacher. Taking this as the starting point and the falling point, this paper, based on the professional quality of the teachers, tries to solve the basic theory problems involved in the process of the formation and development of the professional quality of the teachers through the practice analysis and the theoretical explanation of the two dimensions. In addition, the author reconsiders the major problems that restrict the improvement of the professional quality of the teachers, and then puts forward an effective solution to the problem. The aim of this paper is to lay a solid theoretical foundation for the reform of the training model of the teacher education in our country, to provide the real mode of practice, and to make a clear idea for promoting the professional development of the teachers. The Teacher's Professional Quality, the Basic and the Understanding of the Teacher's Work in the Teacher's Profession With the opening of our country, the establishment of the multi-teacher education system, the reform of the talent training mode of the teacher education institution, the teacher's continuing education project's comprehensive start-up, the professional ethics, the education concept, the knowledge structure and the ability structure under the condition of the teacher are generally obtained to improve. But there is also a great demand for professional quality of the teachers The quality of future teachers or ideal teachers should be composed of four aspects, such as education thought, knowledge structure, ability structure and professional feeling, each of which is composed of a number of factors which interact with each other The restriction of the whole teacher's professional quality The specialty of the teacher is the special professional quality and quality which is condensed, sublimed or regenerated on the basis of the general professional quality of the teacher, which is an indispensable element in the professional structure of the teacher, and is the characteristic of the teacher's specialty. The professional quality of the teacher is to distinguish the teacher's specialty from the other. The core quality of the teacher is to explore the professional character of the teacher, provided that the teacher's occupation In this paper, from the aspects of the social function, the professional theory and the professional skill, the professional development system, the professional autonomy and the professional organization of the teacher, it is determined that the professionalization is the nature of the teacher's occupation. Based on this, the author thinks that in the system of teacher's professional quality, the education idea in the system of teacher's education, the knowledge of the subject teaching in the system of the teacher's knowledge structure, the teaching in the system of teacher's ability structure The quality of the professional spirit and the self-professional development consciousness in the system of learning and monitoring, the professional spirit of the teacher and the development consciousness of the self-discipline, and the great value of the various factors, such as the teacher's specialty. Qualitative and qualitative. This is the focus of this paper. This paper expounds the professional quality of the teachers from two perspectives: the analysis of the influence factors and the understanding of the law and the grasping of the two perspectives First, from the angle of the influence factor, the analysis of the influence factors in different dimensions is based on the different hypothesis and the ideological background, which illustrates the formation and development of the teacher's professional quality. The paper, based on the analysis of the work of the teachers and the study of the process of the development of some expert teachers, is of the view that the personality, the behavior and the environment are the main factors that influence the formation and development of the professional quality of the teachers, and the 鈥渢rinity鈥，

本文编号：2424011