新手教师教学道德发展的质化研究

发布时间：2018-05-09 05:52

本文选题：教师教学道德 + 新手教师　；参考：《山东师范大学》2017年硕士论文

【摘要】：当前,教师教学道德成为教师专业发展研究中的重要研究对象,教师教学道德的发展对于学生、学校发展以及教育改革都具有重要的影响。因此,全面认识教师教学道德,并在此基础上提出切实可行的教师教学道德的提升策略成为当前学者所共同关注的问题。在上述背景下,本研究一方面从教师对教学道德目的的认知入手,试图分析教师对教学道德的认知现状和认知特点;另一方面,本研究基于“效果论”与“非效果论”来分析新手教师在教学实践中教学道德行为选择的特点、影响因素以及两难的选择困境。通过在实践中收集资料并对资料进行分析,本研究提出了如下观点:首先,本研究发现当前新手教师对教学道德的认知表现出了以下特点:第一,新手教师认为教师教学道德是“师德”;第二,新手教师认为教学道德是“德育”;第三,新手教师认为教师教学道德是“道德关系”。其次,在了解了新手对教学道德的认知现状和特点之后,本研究从“效果论”与“非效课论”两个角度来分析新手教师在实践中的教学道德行为选择特点,并且有时存在选择两难的现象。再次,通过对已有文献的分析,加之新手教师的观点,研究发现,与学生和家长的日常互动;老教师的经验传授;学校领导的领导风格;以及教师个人的教学后反思;教师个人早期经历以及教师教育经历等因素都会影响新手教师教学道德的发展。最后,本研究综合已有文献研究和上述发现,对实践中的教师教学道德提升策略提出了一些建议。一是同行之间的协作,来自同行和管理者的协作和支持是影响教师教学道德观念和能力改变的核心因素;二是学校氛围与道德领导,学校应当成为符合道德规范的学习共同体;三是教师应当成为反思主体,培养新手教师反思能力;四是新手教师应当提升教育观念和能力。
[Abstract]:At present, teachers' teaching morality has become an important research object in the research of teachers' professional development. The development of teachers' teaching morality has an important impact on students, school development and educational reform. Therefore, the comprehensive understanding of teachers' teaching morality, and on the basis of this, it has become a common concern of scholars to put forward practical strategies to improve teachers' teaching morality. Under the above background, on the one hand, this study attempts to analyze teachers' cognitive status and characteristics of teaching morality from the perspective of teachers' cognition of the purpose of teaching morality, on the other hand, Based on "effect theory" and "non-effect theory", this study analyzes the characteristics, influencing factors and dilemma of novice teachers' choice of teaching moral behavior in teaching practice. Through collecting and analyzing the data in practice, this study puts forward the following points of view: first, this study finds that the current teachers' cognition of teaching morality shows the following characteristics: first, Novice teachers think that teachers' teaching morality is "teacher's morality"; second, novice teachers think that teaching morality is "moral education"; third, novice teachers think that teachers' teaching morality is "moral relationship". Secondly, after understanding the current situation and characteristics of novice's cognition of teaching morality, this study analyzes the characteristics of novice teachers' teaching moral behavior choice in practice from the perspectives of "effect theory" and "non-effective lesson theory". And sometimes there is a dilemma of choice. Thirdly, through the analysis of the existing literature and the viewpoint of the novice teachers, it is found that the daily interaction with the students and parents, the teaching experience of the old teachers, the leadership style of the school leaders, and the personal reflection of the teachers after teaching; Teachers' early personal experiences and teachers' educational experiences will affect the development of teachers' teaching ethics. Finally, this research synthesizes the literature research and the above findings, and puts forward some suggestions to the teachers' teaching moral promotion strategy in practice. First, the cooperation among peers, the cooperation and support from peers and managers are the core factors that affect the change of teachers' teaching moral concept and ability, the second is the school atmosphere and moral leadership, and the school should become a learning community in accordance with moral norms. The third is that teachers should become the main body of reflection and cultivate the reflective ability of novice teachers, and the fourth is that the novice teachers should improve their educational concepts and abilities.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

【参考文献】