教师信念的文化研究

发布时间：2018-03-10 16:03

本文选题：教师信念　切入点：文化生成　出处：《西南大学》2009年博士论文　论文类型：学位论文

【摘要】： 随着对教学工作复杂性认识的增加和教学研究范式的转向,教师信念成为全球教师教育、教师专业发展研究领域颇受关注的主题之一。所谓教师信念,是指教师在教育教学交往与实践活动中,通过对主体间交互作用的行为反思,反映出教师对知识的理解、情感的领悟以及生命的体验,同时也是对教学行为与实施、教师个体认识与专业发展、乃至教育文化与生命几者之间价值和意义关系的深刻解读和重构。作为人生信念体系中重要的组成部分,教师信念根植于教师自身教学实践基础上,是文化和习惯在教师个人心智结构中价值观念的体现,是教师对自身生命意义的理解和体验、自我价值的追寻和提升。与国外相比,我国有关教师信念的研究时间相对较晚,已有研究成果相对较少,尤其缺乏从文化视角对教师信念进行系统深入地研究。为此,本研究拟对教师信念作文化分析与探讨,以期进一步充实丰富教师专业发展的相关理论,揭示教师自身成长的内在源动力和生成机制,从而为教师专业发展提供一定的帮助和指导。本研究在梳理教师信念的内涵特征、结构层次、发展阶段等基本问题的基础上,分析了教师信念的文化品格所在,探讨了其对于教师专业成长、自身改变的重要价值与意义。研究者通过采用自编教师信念问卷和深度访谈的方式,运用量化分析和质性研究相结合的方法,对教师信念的现实困境与问题进行了分析,结果发现：目前我国中小学教师信念的生成、发展和完善,状况忧过于喜,在意识、观念等方面都存在着一定的缺失,究其原因,一是当代文化影响到教师信念的价值取向,使其与教师实践行为之间联系并不充分；二是教师信念发展阶段中出现的危机化、固化等,还不足以应对教师专业发展要求的挑战。针对上述问题,本研究着重从文化学的视角对教师信念的内外部影响因素、生成机制以及行为策略方面进行了探讨,认为：教师信念的正向建构、发展和完善,是为了达到技术理性、价值理性与审美理性之间的平衡,是教师专业发展成为合目的性和合规律性的统一体。科学合理的教师信念的形成和发展,应由教师主动寻求自我改变,通过自我反思,激发教师的主体意识；通过教师工作坊的建立,增进教师间的对话与合作,引导教师逐步形成正向科学的教育信念,从而为有效的教育教学实践行为的践行奠定内在的基础；同时,学校应建构人本化的学校文化,鼓励教师积极融入学校文化,在校本培训中发展和完善教师信念；注重与大学的伙伴协作,共同支持与引领教师信念的完善。全文共分六个部分：导论介绍本研究的选题缘由,归整、分析和评述国内外有关教师信念的研究现状,阐释研究的意义、思路与方法。第一章教师信念的意涵解析。通过对教师信念内涵特征的阐释,以及教师信念结构与发展层次的梳理,探讨教师信念与教师专业发展、自身改变之间的联系与意义。第二章教师信念的文化品格分析。通过对教师信念的价值取向、观念导向以及行为标向三个维度的文化品格分析,从时代精神、人文精神以及文化生成方面阐述了教师信念的价值旨归,认为教师信念的观念导向应是达成教化、养成智慧和完善人格,其在教师信念的行为标向方面表现为教学效能的提升。第三章教师信念的现实困境及影响因素分析。通过文献分析、问卷调查与深度访谈,了解我国中小学教师信念现状,探讨其存在的主要问题,从历史和现实出发,分析问题产生原因,并依据调查结果,探寻教师信念的外显与内隐影响因素。第四章教师信念的生成机制探析。教师信念的生成,需要内外部各影响因素的合力。笔者认为,社会文化、教师自身人生历程对教师信念的引领,国家政策及学校文化对教师信念的保障以及教师自身教学行为对其信念的支持都是教师信念正向发展的机制表现形式。第五章教师信念的行为策略探析。教学行为是教师教学信念的外在显现。在对教师信念生成机制的分析基础之上,提出教师信念生成、发展与完善的具体对策：培养教师反思意识,书写教师个人生活史；建立教师工作坊,增进教师间、师生间的合作与对话；鼓励教师融入学校文化,进行校本培训；注重与大学的伙伴协作,共同支持与引领教师信念的完善；等等。
[Abstract]:With the turn of the complexity of a growing understanding of the teaching work and teaching research, teachers' beliefs become the global theme of teacher education, teacher professional development research field of popular concern. The teachers' beliefs, refers to the communication between teachers in teaching and practice, through the reflection on the main behavior of the interaction between teachers, reflect the understanding of knowledge, feeling and life experience, but also on the teaching behavior and implementation, teachers' individual knowledge and professional development, profound interpretation and reconstruction of the value and significance of the relationship between education and culture and the life of several persons. As an important part of life belief system, teacher beliefs rooted in Teachers' teaching practice based on the culture and habits is reflected in their own mental structure of values, teachers' understanding and experience to their own meaning of life, self price The pursuit and promotion of values.
Compared with foreign countries, China's research on Teachers' beliefs about time relatively late, the existing research results is relatively small, especially the lack of systematic and in-depth research on Teachers' beliefs from the perspective of culture. Therefore, the study of teacher change. Analysis and discussion, in order to further enrich the related theories enrich the professional development of teachers, teachers reveal the intrinsic dynamic and generative mechanism, so as to provide some help and guidance for teachers' professional development.
The study on the connotation of teachers' beliefs in combing the characteristics, structure, development stage and other basic problems, analyzes the cultural character of the teachers' beliefs, discusses the professional growth of teachers, the value and significance of its change. The questionnaire of teachers' beliefs questionnaire and depth interviews, using quantitative method analysis and qualitative research combined with the practical difficulties of teachers' beliefs and problems were analyzed, the results found that: the beliefs of elementary school teachers generation, development and perfection, in sorrow than joy, in other aspects of the concept of consciousness, there are some deficiencies, the reason is a contemporary the influence of the culture on the value orientation of teachers' beliefs and teachers' practice makes the behavior of contact is not sufficient; two is the emergence of the crisis in the development stage of teachers' beliefs, such as curing, is not enough to cope with the teacher The challenge of professional development requirements.
Aiming at the above problems, this study focuses on the internal and external factors of teachers' beliefs from the perspective of cultural studies, the formation mechanism and behavior strategies are discussed, that positive construction of teachers' beliefs, development and perfection, in order to achieve the technical rationality, value rationality and aesthetic balance, is the professional development of teachers has become a unified body purpose and regularity. The formation and development of scientific and reasonable teacher beliefs, teachers should actively seek self change, through self reflection, stimulate the consciousness of teachers; through the establishment of teachers' workshops, enhance dialogue and cooperation among teachers, teachers gradually formed positive scientific educational beliefs, lay inside the basic practice for education and teaching practice so as to effectively; at the same time, the school should construct school culture of humanism, to encourage teachers to actively integrate into the school culture. The teachers' beliefs are developed and perfected in the school-based training, and the cooperation with the university partners should be paid to support and guide the improvement of teachers' beliefs.
The full text is divided into six parts:
The introduction introduces the reason, the study of consolidation, research status analysis and review of domestic and foreign teacher beliefs, explains the significance of the research, ideas and methods.
The first chapter is the interpretation of the meaning of teacher's belief. By analyzing the connotation and characteristics of teacher's belief and the structure and development level of teachers' beliefs, we discuss the relationship and significance between teachers' beliefs and teachers' professional development and their own changes.
The second chapter is the analysis of teachers' beliefs. Through the cultural character of the value orientation of teachers' beliefs, analysis to the three dimensions of the concept of cultural character orientation and behavior standard, from the spirit of the times, the humanistic spirit and cultural formation expounds the value orientation of teachers' beliefs, that concept orientation of teacher's belief should be a form of wisdom and enlightenment the perfect personality, the teachers' beliefs behavior performance targets to improve the effectiveness of teaching.
The third chapter factor analysis of dilemma of teachers' beliefs and influence. Through literature analysis, questionnaire survey and in-depth interviews, to understand the belief status of primary and secondary school teachers in China, discusses the main problems, from the point of view of history and reality, analysis the reason of problem, and on the basis of the survey results, to explore the factors of teachers' beliefs explicit and implicit effect.
An analysis on the mechanism of the fourth chapter of teachers' beliefs. Generation of teachers' beliefs, needs of various internal and external factors that influence the force. The author believes that the social and cultural life, teachers' leading to teachers' beliefs, national policy and protection of school culture on Teachers' beliefs and teachers' self teaching behavior support for their beliefs are the mechanism of teachers faith positive development forms.
The fifth chapter of behavior strategies of teachers' beliefs. Teaching behavior is the external manifestation of teachers' beliefs. Based on the analysis of the generating mechanism of teachers' beliefs, teachers' beliefs of generation, development and improvement of the specific measures: the training of teachers' reflective consciousness, writing teachers' personal life history; the establishment of teacher workshops, enhance the cooperation between teachers. And the dialogue between teachers and students; encourage teachers into the school culture, school-based training; pay attention to the cooperation with the University, perfect the support and guidance of teachers' beliefs; and so on.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G424

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