非正式学习：高校教师的发展方式研究

发布时间：2018-01-12 22:11

本文关键词：非正式学习：高校教师的发展方式研究　出处：《宁波大学》2013年硕士论文　论文类型：学位论文

【摘要】：不论非正式学习被怎样定义，提出它和研究它的最终目的就是为了让教师超越现有学习背景、看清专业发展的主要力量、了解自己专业成长的内质和前景。非正式学习使高校教师学会了解和面对自己，同时也能关照和尊重别人，使高校教师通过各自发展和共同进步凝聚到一起。在高校这一成熟的学习氛围中，正式学习和非正式学习彼此也应当越来越合理地分配着自己在高校教师专业发展中的地位，并且共同成为高校教师专业发展的推动力。本研究共分为四章，第一章为绪论，主要介绍了本研究的背景，研究的现状、研究的意义以及本研究的主要内容与思路；第二章为理论分析，对文中的重要概念以及高校教师的非正式学习的特征、类型进行理论界定与分析为后面的问卷编制提供了依据；第三章，对高校教师的专业发展方式进行问卷调查，从高校教师的自身特征，教师文化以及工作任务的性质三个维度来考察高校教师非正式学习情况。第四章，根据调查的结果分析了影响高校教师非正式学习的原因；第五章，促进高校教师更活跃的非正式学习主要体现在三个方面：高校教师意识到非正式学习趣味性以及在专业发展中的作用，主动进行的目的性和控制性比较强的自我导向的非正式学习；学校或组织为高校教师非正式学习构建学习共同体、完善教师同伴互助、优化学习环境等方面提供一些支持；最后对政府和教育主管部门的希望，呼吁政府对非正式学习进行立法和认证，，为非正式学习提供多样的学习场所和广泛的学习机会，使非正式学习更具有吸引力。
[Abstract]:No matter how informal learning is defined, the ultimate purpose of proposing it and studying it is to enable teachers to transcend the existing learning background and see the major forces of professional development. Informal learning enables college teachers to learn to understand and face themselves, but also to take care of and respect others. So that university teachers through their own development and common progress together. In the university this rare learning atmosphere. Formal learning and informal learning should be more and more rational allocation of their position in the professional development of college teachers and become the driving force of the professional development of college teachers. This research is divided into four chapters, the first chapter is the introduction, mainly introduces the background of this study, the status quo of the study, the significance of the study, as well as the main contents and ideas of this study; The second chapter is the theoretical analysis of the important concepts of the text as well as the characteristics and types of informal learning of college teachers to provide a theoretical basis for the latter questionnaire compilation; The third chapter, the professional development of university teachers to conduct a questionnaire survey, from the characteristics of university teachers, teacher culture and the nature of the nature of the work of three dimensions to investigate the informal learning of university teachers. 4th chapter. According to the results of the investigation, this paper analyzes the reasons that affect the informal learning of college teachers. In Chapter 5th, the informal learning that promotes the college teachers to be more active is mainly reflected in three aspects: college teachers are aware of the interest of informal learning and their role in professional development. Active purposeful and controlling self-directed informal learning; The school or organization provides some support for college teachers' informal learning to construct learning community, perfect teachers' peer mutual help, optimize learning environment and so on. Finally, the hope of the government and education authorities calls on the government to legislate and certify informal learning, to provide a variety of learning places and extensive learning opportunities for informal learning. Make informal learning more attractive.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G645.1

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