影响教师专业发展的因素分析

发布时间：2018-03-03 05:44

本文选题：教师专业发展　切入点：影响因素　出处：《陕西师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 教师职业不仅具有“育人”的职能，同时也具有高度的“育己”精神。只有教师具备高度的“育己”能力，才有可能更好地达到“育人”目的。教育是一个复杂的系统工程。教师专业发展在教育这个系统中，，也就深受整体系统的影响。教师专业发展不是教师个体的事情，而是与教育系统紧密联系的，深受复杂的教育系统中各种因素的影响和制约。如何使各种不利因素转为有利因素，更好地促进教师专业发展，使教师的“育己”精神和“育己”能力不断丰富和提高，是本文研究的重点。教师专业发展是一个持续不断的、复杂的动态发展过程。随着新课程改革的进一步推行，教师专业发展已经成为教师面临的主要问题之一。新课程改革在教育观、课程观、教师观、学生观等方面对教师提出了全新的要求，教师专业发展面临着更多的来自内部和外部困难和障碍。了解教师专业发展现状，探究影响教师专业发展因素是促进教师专业发展的前提和依据。本文针对影响教师专业发展因素，形成促进教师专业发展的策略。本研究在参考大量有关教师专业发展的研究基础上，通过文献法、调查法、访谈法，了解教师专业发展的现状，分析阻碍教师专业发展的各种影响因素，力求形成具有系统性、针对性和有效性的促进教师专业发展的策略。论文主要由四部分组成：第一部分：引言。介绍本文研究的缘起；综述影响教师专业发展的因素的研究现状，得出教师专业发展研究虽取得了大量的成果，但研究尚不够充分和深入，研究方法较为单调，教师的主体性尚未得到充分的重视和发挥；从理论和实践的角度，分析研究影响教师专业发展因素和促进教师专业发展的策略的意义，并简单介绍本研究的研究思路和研究方法。第二部分：教师专业发展的内涵和结构。通过对教师专业发展研究的历史回顾，首先介绍教师专业发展的相关概念：专业与专业化，教师专业化的特征；其次，得出教师专业发展的内涵：教师专业发展是指在外部条件(包括教育制度、教师教育制度、教师管理和评价制度、教师文化和社会环境等)等的支持下，教师通过自身不断地学习和努力，提高教育教学认识，改进教育教学实践，促使其专业知能、专业情意、专业自我不断发展和完善的过程；最后提出教师专业发展结构由教师的专业知能、专业情意和专业自我三方面组成。第三部分：影响教师专业发展的因素分析。通过自己的调查并参考其他学者的部分研究资料，分析了当前教师专业发展现状和影响教师专业发展的因素。教师的影响因素可以分为内部影响因素和外部影响因素两个方面：教师内部因素表现为教师狭隘的功利主义教育观；自我专业不自信，自我效能感低；教师对专业发展的认识和理解。教师外部因素表现为：教师教育体制的落后；教师管理的集权制；教师评价的驱利性；教师专业发展理论与组织的不成熟；教师文化的封闭性；功利主义价值观的影响。第四部分：促进教师专业发展的策略研究。分析了教师自我专业发展途径及其外部影响因素的促进策略。教师自我发展策略主要从教师自我专业发展观念的转变，教师自我实践努力两个层面进行。外部促进策略主要有以下方面：教师教育的整体化、个性化、实践性；教师管理的民主性；教师评价的发展性；教师文化的开放性；社会公众对教师的关爱和理解。
[Abstract]:Teacher occupation not only has the function of educating people, but also has a high spirit of "self education". Only when teachers have a high degree of "self education" ability, can we better achieve the purpose of "educating people".
Education is a complicated system engineering. The professional development of teachers in the education system, so it must be influenced by the system. The professional development of teachers is not the teacher individual things, but closely related to the education system, influenced and restricted by the education system in the complex factors. How to make the various unfavorable factors into favorable the factors that promote the professional development of teachers, the teachers "nurtures oneself" and "nurtures oneself" ability to constantly enrich and improve, is the focus of this paper. Teacher professional development is a continuous, dynamic development process of complicated. With the further implementation of the new curriculum reform, teacher professional development has become one of the the main problem faced by teachers. The new curriculum reform in education concept, curriculum, teachers, students and other aspects of the new requirements for teachers, teachers' professional development is facing more and more From internal and external difficulties and obstacles, to understand the current situation of teachers' professional development and explore factors that influence teachers' professional development is the premise and basis for promoting teachers' professional development.
In this study, on the basis of reference to a large number of teacher professional development, through the literature method, survey method, interview method, the status quo of teachers' professional development, analysis of various influence factors hinder teachers' professional development, and strive to form a systematic, targeted and effective strategies to promote teachers' professional development.
The thesis consists of four parts:
The first part: introduction. Introduce the origin of this study; research status quo summary of factors affecting teachers' professional development, the professional development of teachers has made great achievements, but the research is inadequate, the research methods are monotonous, the teacher's subjectivity has not received adequate attention from the theory and practice of play; the angle of analysis to study the influencing factors of teachers' professional development and teachers' professional development strategy significance, and introduces the research ideas and research methods of this study.
The second part: the connotation and structure of teachers' professional development. By reviewing the history of research on teachers professional development, first introduced the concept of teacher professional development: professional and professional characteristics of teachers specialization; secondly, the connotation of teacher professional development, teacher professional development refers to the external conditions (including the education system. The system of teacher education, teacher management and evaluation system, teacher culture and social environment, etc.) under the support of teachers through their own continuous learning and efforts to improve education, improve education teaching practice, promote their professional knowledge, professional emotion, professional self development and improvement process; finally, the professional development of Teachers the structure by the teachers' professional knowledge, professional affection and professional self composed of three.
The third part: analysis of the influencing factors of teacher professional development. Through their own investigation and reference research data of other scholars, analyzes the factors of teachers' professional development status and influence the professional development of teachers at present. Influence factors of teachers can be divided into two aspects: internal factors and external influencing factors for the performance of teachers: Teachers' internal the narrow utilitarianism education; professional self confident, low self-efficacy; teachers' awareness and understanding of the professional development of teachers. The external factors are: teacher education system of teacher management is backward; centralization; profit drive theory and organization of teacher evaluation; teacher professional development is not mature; closed teacher culture; the value of utilitarianism.
The fourth part: the research on strategies to promote teachers' professional development. The analysis of the strategies to promote teachers' professional development way and the external factors. Teachers' self development strategy mainly from the transformation of teachers' professional development ideas, teachers' self practice efforts in two aspects. The external promotion strategy mainly in the following aspects: Overall, teacher education personalized, democratic practice; teacher management; developing teacher evaluation; open teacher culture; the public love and understanding of the teachers.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G451.1

【引证文献】