指向教师专业素养的教师研修课程研究

发布时间：2018-08-19 18:07

【摘要】：形成和提升教师专业素养是教师教育的核心任务,其中在职教师研修成为提升教师专业素养的重要途径。然而,当前教师研修课程在满足教师的实践需求、顺应教师学习特点、提升教师研修实效等方面还存在问题。因此,开展指向教师专业素养的教师研修课程研究有助于创新教师研修课程的内容与实施方式,促进教师专业素养发展。本研究主要采用个案研究的方法,围绕问题开展研究。以S市中小学(幼儿园)教材教法研修一体网络课程建设项目为个案研究对象,对指向教师专业素养的教师研修课程目标、内容、实施、评价和课程保障机制等问题进行研究。本研究首先从理智取向、实践反思取向、生态取向等教师专业发展的取向入手分析了教师专业素养,确立了由学科教学知识、教学技能和实践反思能力构成的教师专业素养结构。其中,学科教学知识主要包括学科知识、学生知识、课程知识与教学策略知识;教学技能主要包括教学设计能力、组织实施能力以及作业设计与评价能力;实践反思能力主要包括行动后反思力与行动中反思力。从自我指导学习理论、成人学习生活情境理论和嬗变学习理论三个方面探讨了教师作为成人学习者的特点,提出教师研修课程应当关注教师主动学习,应当以问题情境为中心,应当关注教师合作与反思。从课程开发目标模式理论和课程共同体理论探讨了教师研修课程的开发机制与模式问题。其次,通过对S市H区420名小学语文教师的问卷调查,从实然的角度考察教师专业素养水平及其对教师研修课程的期望与需求。调查结果表明,当前教师学科知识基础并不坚固,促进学生有效学习的教学技能较为薄弱,教师反思缺乏对教学实践情境的关照;实践反思能力对教师专业素养提升有明显作用;教师对解决教学实践问题的需求很强烈;教师研修课程的实践性和互动性不足。针对调查中发现的问题,提出教师研修课程要进一步关注教师专业素养,关注成人学习需求与特点,并用研修一体的方式开发与实施课程。再次,基于理论探讨和现状调查,本研究以S市中小学(幼儿园)教材教法研修一体网络课程建设项目为个案研究对象,探讨指向教师专业素养的教师研修课程的目标,并设计与目标相匹配的教师研修课程内容体系;探索以成人学习理论为指导,关注和顺应作为成人学习者的教师需求和学习特点,以研修一体为特点的教师研修课程实施与评价方法,形成"现象思考、理论学习、案例分析和实践反思"四个紧密关联、层层深入的学习环节构成的研修方式,形成指向教师改进的多元学习评价方式。并从组织体系、制度保障、质量控制三方面探讨了教师研修课程开发的保障机制,指出要推进课程开发的组织体系建设,完善基于实践和过程的课程审议制度和课程效果评价制度以及课程支持系统,同时加强课程开发的质量控制。最后,通过研究,开发了一批指向教师专业素养的研修课程,形成了以研修一体为特点的研修课程开发方式,建立了较为有效的课程保障机制,所开发的课程在一定程度上满足了教师的需求。最后,本研究提出了教师研修课程开发的五条建议:(1)应进一步明确教师专业素养结构;(2)须聚焦教学实践问题和教师需求;(3)应将"研修一体"作为教师研修课程的实施路径;(4)教师研修课程须采取多元评价方式;(5)应建立并健全教师研修课程开发保障机制。
[Abstract]:Forming and improving teachers'professional quality is the core task of teacher education, and in-service teacher training has become an important way to improve teachers' professional quality. However, there are still some problems in the current teacher training curriculum in meeting teachers'practical needs, adapting to teachers' learning characteristics, and improving the effectiveness of teacher training. The research on the professional quality of teachers'training course is helpful to innovate the content and implementation of the curriculum and promote the development of teachers' professional quality.This study mainly uses the method of case study to carry out research around the problem.Taking the construction project of the teaching materials and teaching methods of primary and secondary schools (kindergartens) in S city as the case study object, this paper aims at the direction. Teachers'professional qualities are studied in terms of curriculum objectives, contents, implementation, evaluation and curriculum guarantee mechanism. This study first analyzes teachers' professional qualities from the perspectives of rational orientation, practical reflection orientation, ecological orientation and other teachers'professional development orientations, and establishes the ability to reflect on subject teaching knowledge, teaching skills and practice. Among them, subject teaching knowledge mainly includes subject knowledge, student knowledge, course knowledge and teaching strategy knowledge; teaching skills mainly include teaching design ability, organization and implementation ability, homework design and evaluation ability; practical reflection ability mainly includes post-action reflection and action reflection. Self-directed learning theory, adult learning-life situation theory and transmutation learning theory discuss the characteristics of teachers as adult learners. Teachers should pay attention to teachers'active learning, take problem situation as the center, and pay attention to teachers' cooperation and reflection. Secondly, through a questionnaire survey of 420 primary school Chinese teachers in H District of S City, this paper examines teachers'professional accomplishment level and their expectations and demands for teachers' research courses from a practical point of view. The teaching skills of students'effective learning are relatively weak, and teachers' reflection is lack of concern for the teaching practice situation; practical reflection ability has obvious effect on teachers'professional accomplishment; teachers' demand for solving teaching practice problems is very strong; teachers'practice and interaction are insufficient. Further attention should be paid to teachers'professional qualities, adult learning needs and characteristics, and curriculum development and implementation should be carried out in an integrated way. Thirdly, based on theoretical discussion and current situation investigation, this study takes the construction project of teaching materials, teaching methods and research in one web-based curriculum for primary and secondary schools (kindergartens) in S city as a case study, and explores the direction for teachers. Teachers with professional qualities should study the objectives of the curriculum and design the content system of the curriculum that matches the objectives; explore the implementation and evaluation methods of the curriculum, which are guided by adult learning theory, concerned about and adapted to the needs and learning characteristics of adult learners and characterized by the integration of research and development, so as to form "phenomenal thinking, theory and so on." On Learning, Case Analysis and Practical Reflection, the "four closely related and in-depth learning links" form a multi-dimensional learning evaluation mode directed to teachers'improvement. This paper discusses the guarantee mechanism of teachers' research curriculum development from three aspects of organizational system, system guarantee and quality control, and points out that the organizational structure of curriculum development should be promoted. At the same time, the quality control of curriculum development should be strengthened. Finally, a number of training courses directed to teachers'professional qualities have been developed through the study, forming a research curriculum development mode featuring the integration of research and training, and establishing a comparison. Finally, five suggestions are put forward: (1) the structure of teachers'professional quality should be further clarified; (2) the problems of teaching practice and teachers' needs should be focused; (3) the integration of research and training should be regarded as a teacher's curriculum. The implementation path; (4) Teachers'training courses should adopt multiple evaluation methods; (5) The guarantee mechanism of teachers' training courses should be established and improved.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G451

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