小学教师职后培训学习障碍及消除策略研究

发布时间：2018-04-04 17:14

本文选题：小学教师　切入点：职后培训　出处：《四川师范大学》2017年硕士论文

【摘要】：学习障碍是对学习者的学习活动起到阻碍作用的因素。学习障碍反映了学习者的学习状况,对学习者的学习有很大的影响。随着成人高等教育的不断发展,教师的职后培训也越来越受到社会各界的重视,但在当前我国教师的职后培训尤其是小学教师的职后培训中存在严重的学习障碍,制约着小学教师的发展。因此,了解教师的学习障碍并提出相对应的消除策略,对小学教师的职后培训有重要的意义。虽然学术界对学习障碍已有了一定的研究,但鲜有对小学教师职后培训的学习障碍的研究。因此,本文具有重要的理论意义和实践意义。本研究所指的职后培训障碍是指小学教师在职后培训中的环境障碍、机构障碍、心理障碍和信息障碍等方面的学习障碍。本文共六个部分,概括内容如下:第一部分为绪论。这部分阐述了本文的研究对象、研究意义、相关概念界定、研究方法和研究现状综述。第二部分为小学教师职后培训学习障碍研究理论基础。主要包括终身教育理论与学习型社会理论、人本主义学习理论、成人学习理论和教师专业发展理论。第三部分为研究的设计、实施和统计结果。这个部分主要介绍了调查问卷的设计、计分方式、信效度、基本信息统计和小学教师职后培训学习障碍调查结果统计。第四部分为小学教师职后培训主要学习障碍及影响因素。这部分主要研究了小学教师在职后培训中环境障碍方面存在学习时间不充裕,社会舆论氛围、社会价值观和学习风气不利于小学教师参加职后培训的问题,导致这样结果的原因是小学教师任务过重,小学教师具有多重角色,社会没有真正树立终身教育理念;小学教师在职后培训中机构障碍方面存在培训机构不能提供多样的学习方式,培训机构的教学方法不科学,培训课程设置不够合理的问题,导致这样结果的原因是培训的目标不够科学,没有真正树立以小学教师为本的理念和培训机构对待小学教师职后培训的态度不端正;小学教师在职后培训中心理障碍方面存在小学教师对职后培训缺乏信心,对职后培训态度不端正的问题,导致这样结果的原因是小学教师参与培训的目标不明确,学习动机主次颠倒,归因方式不正确;小学教师在职后培训中信息障碍方面存在小学教师缺乏网络知识的问题,其原因主要是小学教师所在学校对于教育信息化重视不够,培训单位所呈现的教育信息资源太过复杂,操作不够简化。第五部分为小学教师职后培训学习障碍的消除策略。这部分提出消除环境障碍的策略有增加教师的闲暇时间,合理安排培训时间,营造学习化社会氛围,树立终身教育理念,为教师的职后培训创造更有利的其他环境条件;消除机构障碍的策略即树立以学习者为本的理念,使培训课程设置更加科学,改进教师培训形式和教学方式;消除心理障碍的策略即明确学习培训意义,坚定学习培训信念,正确归因,提高参加培训学习的信心,明确学习培训的目标;消除信息障碍的策略改变当前我国教师培训这种自上而下的行政安排模式,要充分听取基层教师的呼声,学校应该安排系统的基础网络知识培训,教师应该加强自主学习能力,提高信息技术方面的知识和能力。
[Abstract]:Learning disabilities are on the learning activities play a role. The factors that hinder learning disabilities reflect the learning situation, has a great influence on learners' learning. With the continuous development of adult higher education, in-service training of teachers is also more and more attention in the society, but the training in our country teachers'after-employment especially serious learning disabilities in primary school teachers in-service training, restricts the development of primary school teachers. Therefore, teachers understand the learning disabilities and puts forward the corresponding strategies to eliminate, has important significance for the primary school teachers in-service training. Although the academic circles of learning disabilities have certain research but, few studies on learning disabilities primary school teacher training. It has important theoretical significance and practical significance of this paper. This study refers to the post training disorder refers to primary school teachers job after training Environmental barriers, training institutions disorders, learning disorders and psychological disorders. The information barrier consists of six parts in this paper, summarized as follows: the first part is the introduction. This part introduces the research object, the significance of this study, the definition of related concepts, research and summary of the current status of the research methods. The second part of the training of learning disabilities study on the theoretical basis for primary school teachers. The main theories including the theory of lifelong education and learning society, humanistic learning theory, adult learning theory and the theory of teachers' professional development. The third part is the research design, implementation and results. This part mainly introduces the design of the questionnaire, scoring method, validity, basic statistical information and primary school teachers' training learning results. The fourth part is the statistical disorder of primary school teacher training after the main learning disorder and influencing factors of this part of the main research. Learning time is not sufficient environmental barriers to the primary school teacher in-service training, social public opinion atmosphere, social values and learning atmosphere is not conducive to primary school teachers to participate in vocational training, causes this result is the primary school teachers of primary school teachers with too much work, multiple roles, the society did not really establish a concept of lifelong education aspects; primary school teachers in-service training institutions obstacles exist in the training institutions can provide diverse learning styles, teaching methods and training institutions is not scientific, setting unreasonable problems of training courses, the causes of this kind of results is the goal of the training is not scientific, not really set up to primary school teachers as the idea and training institutions to take the primary school teachers after training the attitude is not correct; there are primary school teachers in-service training of primary school teachers' lack of confidence after the job training in psychological disorders, The attitude of the problem of vocational training, the reasons for this result is the goal of primary school teachers to participate in training is not clear, the learning motivation of secondary attribution is not correct; the information barriers of primary school teachers after the job training in primary school teachers lack knowledge of network problems, the main reason is the primary school teacher's school for education information not enough attention, education information resources training unit presents too complex, operation is not enough simplified. The fifth part training strategy to eliminate the obstacles of learning for primary school teachers. This part puts forward the elimination of environmental barriers strategies increase teachers' leisure time, training time arrangement, to create a learning society atmosphere, establish the concept of lifelong education other environmental, create more favourable conditions for the in-service training of teachers; to eliminate institutional barriers strategies that establish a learner centered concept, The training curriculum is more scientific, improve the form of teacher training and teaching methods; to eliminate the psychological obstacles of strategy training clear meaning, firm belief of learning and training, improve the correct attribution, participate in training and learning confidence, clear training objectives; eliminate information barriers to change the current strategy of teacher training in our country this top-down administrative arrangement mode, to fully listen to the voice of teachers, the school should be the basic network knowledge training system, teachers should strengthen the ability of autonomous learning, improve information technology knowledge and ability.

【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

【参考文献】