教师后专业发展阶段论

发布时间：2018-03-22 23:07

本文选题：教师专业发展　切入点：专业发展阶段　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师专业发展阶段理论在历经20世纪80年代的大发展之后,开始逐渐降温。90年代以来系统的研究并不多见,国内的研究也基本依附于国外的研究。但20世纪90年代以来,在后现代哲学的影响下,教育环境和教育理论都面临着"后"的转型。在这样的理论和实践双重巨变的背景之下,教师专业发展阶段理论的研究却一直停滞不前,已经无法承载理论和实践研究变革的双重使命。通过对现有的三种教师专业发展取向的分析,本文认为教师专业发展将走向第四种取向即"交往-关怀"取向。教师后专业发展阶段命题的提出正是基于教师专业发展的"交往-关怀"取向。教师后专业发展阶段论是立足于交往行为理论和关怀伦理学的后现代哲学立场,以教师"专业交往意识"为新的划分标准对教师的专业发展阶段理论进行后现代化重构。本文主要回答的四个核心问题是:教师后专业发展阶段的本质即核心划分标准、理念和内容是什么?教师后专业发展阶段的教师专业发展过程是什么?教师后专业发展阶段的影响因素是什么?教师后专业发展阶段的具体方法和对策是什么?本研究在方法论层次上采用的是定性的研究方法,在主要的方法层次上采用的是文献研究法,通过对相关文献的分析和归纳来解释教师后专业发展阶段,为整个究奠定了坚实的理论基础。同时,本研究又通过文献检索法搜集相关文献,通过访谈调查法对义务教育阶段公立学校的教师进行深入的访谈为研究提供了理论和实践的支持。20世纪90年代以来,教师专业理论和情境面临着"后"的转型,提出教师后专业发展阶段的研究是非常必要的。通过对教师专业发展取向的分析发现教师后专业发展阶段是基于"交往-关怀"的专业发展取向。在"交往-关怀"新取向下,教师后专业发展阶段面临着划分标准、基本理念、基本内容的重构。本文以哈贝马斯的交往行为理论、关怀伦理学以及教师后专业发展理论为理论基础,提出将教师"专业交往意识"作为教师后专业发展阶段划分的新标准。在对现代化的教师专业发展阶段理念解构基础上,提出教师后专业发展阶段的基本理念即教师的人性假设是从"独立人"到"交往人";教师专业建构从"自我"到"互动",教师专业价值追求从"个体价值"到"公共价值"。通过对教师后专业发展阶段的内容进行重新认定,发现在教师后专业发展阶段中教师专业知识面临着从"认识域"到"言语域"的转型,专业能力面临着从"重主体"到"重关系"转型,专业伦理面临着从"唯理性"到"关怀性"的转型。依照新的专业发展阶段的划分标准、理念和内容,本文将教师后专业发展阶段的过程划分为三个阶段,分别是"规范化交往"阶段、"自我中心交往"阶段以及"关怀交往"阶段。在教师后专业发展阶段中,从"规范化交往"阶段到"关怀交往"阶段的跨越受到许多因素的影响,主要包含内外两个层面。其中,最主要的障碍因素是教师专业交往意识和能力的不足,学校专业交往组织、制度以及平台的缺乏,社会中专业交往渠道和价值期待的滞后。作为一种新的教师专业发展阶段理论,教师后专业发展阶段有其新的专业发展方法即个体专业交往方法和群体专业交往的方法。基于主要的障碍因素分析和专业交往方法的探索,教师后专业发展阶段目标实现的对策主要是培养教师的专业交往意识和能力,在学校中建立教师专业交往的制度、平台以及营造专业交往的环境,社会提供专业交往的政策保障、改革教师培养制度和重塑社会文化。同时,这三个方面对策的实现可能存在个人对专业交往价值认识不清、学校中专业交往的建构不清以及社会中对教师专业交往实现的经济保障不足的困难。但个人对教师专业发展的重视,学校中组织结构的民主化以及教师专业组织的初步发展,社会中国家政策的支持、现代教育技术的发展及多元开放的文化环境都为这些困难的解决提供了保障性的条件。
[Abstract]:Teachers' professional development stage theory after the big development after 1980s, the research began to cool since.90 system is rare, the domestic research is basically dependent on foreign countries. But since 1990s, the influence of postmodern philosophy, educational environment and educational theory is faced with "post" in transition. The theory and practice of double changes of the background of teacher professional development stage theory has been stagnant, the dual mission has been unable to carry the theory and Practice on the reform. Based on the analysis of the existing three kinds of teachers' professional development orientation, this paper thinks that the teachers' professional development will lead to fourth kinds of orientation that is "communication - care" orientation the teacher put forward. After the proposition of the professional development stage is the "communication - care" on the orientation of teachers' professional development. Teachers' professional development stage is based on The theory of communicative action and caring ethics of the post-modern philosophy standpoint, to teachers "professional consciousness of communication" as the new standard of the teachers' professional development stage theory of Post Modernization reconstruction. The four core problems of the main answer is: teacher professional development stage is the core essence of the division standard, what is the concept and content? What is the teachers' professional development stage of teachers' professional development process? What are the influence factors of the professional development stage of teachers? What is the specific methods and Countermeasures of the professional development stage of teachers? In this study, the methodology level adopts the qualitative research method, the main method at the level of the literature research method, to explain the development of professional teachers through the analysis and summary of related literature, has laid a solid theoretical foundation for the whole research. At the same time, this study, through literature. Cable method to collect relevant literature since the interview on the stage of compulsory education public school teachers in-depth interviews to provide theoretical and practical support for the research of.20 in 90s, the teachers' professional theory and situation faced "after" transformation, proposed the teacher after college of industry development stage through is very necessary. Analysis on Teachers' professional development orientation in the development stage of professional teachers is found after the "communication - care" professional development orientation. Based on the "communication - care" new take down, after the teacher professional development stage facing the division standard, the basic idea, the basic content of the reconstruction. This paper takes Habermas's Theory of communicative action, and the ethics of care teacher professional development theory, the teachers "professional consciousness of communication" as the teacher professional development phases of the new standard. In the teachers' professional of modernization The development stage of the deconstruction basis, put forward basic idea of teacher professional development stage of teachers is the hypothesis of human nature from "independent" to "communication"; teachers' professional construction from "self" to "interaction", teachers' professional value pursuit from "individual value" to "public value" re identified. Based on the development stage of professional teachers after the content found in teacher professional development stage of teachers professional knowledge faces from "knowledge" to "transition words register", the professional ability of facing from the "main body" to "heavy" transformation, professional ethics is facing the transition from "rationality" to "caring". According to the new classification standards of the professional development stage, concept and content, the teacher professional development stage of the process is divided into three stages, respectively is the "stage of standardization of communication", "self center communication" stage and "caring interaction" in teachers after the stage. The professional development stage, from the "standardization of communication" to concern communication across the stage is influenced by many factors, mainly includes two aspects of internal and external factors. Among them, the main obstacle is the lack of teachers' professional communication consciousness and ability, professional school communication organization, lack of system and platform, professional lag communication channels and the value expectation of society. As a new teacher professional development stage theory, development stage of professional teachers after the new professional development method of individual professional communication methods and professional communication. To explore the main obstacle factor analysis and professional communication method based on the strategies of teachers' professional development goals after the stage the main is to cultivate teachers' professional awareness and communication ability, establish teacher professional association in the school system, the platform and the environment to create professional communication, society Security policy of professional contacts, and reshape the social cultural system reform of teacher training. At the same time, the implementation of these three aspects countermeasures may have personal knowledge of professional communication is not clear, the construction of professional communication in the school is not clear and the society of teachers' professional communication to realize economic security problems. But people pay more attention to the teacher professional development, preliminary development in the school organization structure of democratization and teacher professional organization, China policy support of the community, provide a guarantee of the conditions for the development of modern educational technology and open and pluralistic cultural environment for solving these difficulties.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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