反思性学习—高校师德建设新思路

发布时间：2018-05-31 11:23

本文选题：反思性学习 + 高校教师　；参考：《湖南大学》2012年硕士论文

【摘要】：高校师德建设过程中，教师的师德教育活动处于核心地位，怎样寻找一种有效的师德教育方式来促进高校师德建设构成一个亟需研究的重要问题。反思性学习思想发展到今天，被广泛运用到教师的专业化发展，并作为一种新型教师自我教育方式受到国内外教育工作者的推崇。在对反思性学习的理论基础、发展历程进行分析和总结的基础之上，，以反思性学习为契机，大胆设想反思性学习思想能否以一种全新的概念运用到高校教师师德建设中来。由此，本文通过多方调查和借鉴自制问卷《高校教师反思性师德教育方式的问卷调查》。对长沙三所高校150多名高校教师进行了问卷调查。力图从中揭示目前高校教师师德教育中存在的问题以及和反思性学习思想的关系，并分析高校师德建设与反思性学习的相关关系。问卷中共涉及五个维度的问题，具体涉及到学校当前师德教育情况、反思和师德的关系理解、对自我反思的理解和态度、自我反思的方式以及影响反思的因素。通过综合调查和数据分析处理，主要得出如下结论结论：（1）教师对反思性学习不同理解程度影响教师处理师德问题的态度，既对反思性学习的概念和意义越是理解透彻的教师就越倾向于运用反思性学习和反思性思维来解决师德问题；（2）反思性学习思想在师德教育中的不同运用程度影响师德教育满意度。既高校对教师的师德教育中反思性学习思想运用的程度越高，教师对师德教育的满意程度就越高；（3）对反思性学习和师德建设关系不同理解影响教师师德教育中反思思想的运用程度，选择反思性学习思想和师德建设关系密切，并认为教师的反思性学习能够促进师德建设的教师更倾向于运用反思性学习和思维来解决师德问题；（4）师德教育的有效性和教育过程中的反思性思维运用程度有关，即师德教育中越多的运用反思性学习思想，师德教育就越有效；最后得出本文的研究结论：反思性学习作为一种高校师德建设新思路能够促进师德建设。在上述结果的基础上，研究对教师反思性学习思想各个维度的差异等问题进行了讨论，发现目前高校教师缺乏反思意识，反思性学习和反思思维的能力有待提高，针对这些问题，论文最终针对如何培养教师的反思能力，从影响教师反思的外在和内在因素、培养教师反思能力的主客观条件方法等方面进行详细的探讨和研究。从社会对高校师德建设的政策和经济支持、学校师德教育方式的优化和教师自身反思性学习思想的提升三个方面提出了若干培养教师反思性学习能力、促进高校师德建设的对策和建议。
[Abstract]:In the process of teachers' moral construction in colleges and universities, teachers' moral education activities are at the core. How to find an effective way to promote the construction of teachers' moral education in colleges and universities is an important problem that needs to be studied. The thought of reflective learning has been widely applied to the professional development of teachers and has been praised by educators at home and abroad as a new type of teacher self-education. On the basis of analyzing and summarizing the theoretical basis and development course of reflective learning, and taking reflective learning as an opportunity, the author dares to conceive whether the thought of reflective learning can be applied to the construction of teachers' ethics in colleges and universities by a completely new concept. Therefore, this paper draws lessons from self-made questionnaire "questionnaire on reflective Teachers' moral Education in Colleges and Universities". A questionnaire survey was conducted among more than 150 college teachers in three universities in Changsha. This paper tries to reveal the problems existing in teachers' moral education in colleges and universities and the relationship between them and the reflective learning thought, and analyzes the correlation between the construction of teachers' ethics and the reflective learning in colleges and universities. The questionnaire involves five dimensions of questions, including the current situation of teachers' moral education, the relationship between reflection and teacher morality, the understanding and attitude to self-reflection, the way of self-reflection and the factors influencing reflection. Through comprehensive investigation and data analysis, we can draw the following conclusion: 1) the attitude of teachers to different understanding of reflective learning affects teachers' handling of teachers' moral problems. The more fully understood the concept and significance of reflective learning, the more inclined teachers are to use reflective learning and reflective thinking to solve teachers' moral problems. Teacher's moral education satisfaction. That is, the higher the degree of application of reflective learning thought in teachers' moral education in colleges and universities, The higher the teacher's satisfaction with teacher's moral education is, the higher the understanding of the relationship between reflective learning and teacher's moral construction affects the degree of application of reflective thought in teacher's moral education, and the relationship between reflective learning thought and teacher's moral construction is closely related to the choice of reflective learning thought. Teachers who can promote the construction of teachers' ethics are more inclined to use reflective learning and thinking to solve the problems of teachers' morality. 4) the effectiveness of teacher's moral education is related to the degree of the application of reflective thinking in the process of education. That is, the more reflective learning thought is used in teachers' moral education, the more effective teacher moral education will be. Finally, the conclusion of this paper is that reflective learning as a new way of teachers' moral construction in colleges and universities can promote teachers' moral construction. On the basis of the above results, this paper discusses the differences of teachers' reflective learning thoughts in different dimensions, and finds that teachers in colleges and universities lack of reflective consciousness, and the ability of reflective learning and reflective thinking needs to be improved. Aiming at these problems, the paper discusses and studies in detail how to cultivate teachers' reflective ability, from the external and internal factors that affect teachers' reflection, and the methods of subjective and objective conditions to cultivate teachers' reflective ability. From the social policy and economic support for the construction of college teachers' ethics, the optimization of school teachers' moral education methods and the promotion of teachers' own reflective learning thought, this paper puts forward some suggestions on how to cultivate teachers' reflective learning ability. The countermeasures and suggestions to promote the construction of teachers' ethics in colleges and universities.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G645.1

【参考文献】