小学教师生态学习现状的调查研究

发布时间：2018-06-15 17:16

本文选题：小学教师 + 教师学习　；参考：《浙江师范大学》2015年硕士论文

【摘要】：教师学习研究至今,取得的研究成果不可谓不丰硕,但同时也显现出了一定的不足。为了更好的促进教师成长,改变当前教师学习困境,教师生态学习应运而生。本研究通过对小学教师生态学习现状的调查,了解当前小学教师生态学习的不足之处并进行原因分析,进而提出相应的改进小学教师生态学习的建议。研究主要从如下四个部分进行论述。第一部分主要论述小学教师生态学习的影响因素。从教师自身(内因)和外部环境(外因)两个方面展开论述,以此奠定了全文的维度分析框架。教师自身是影响学习的核心因素,教师的态度、动机、方式及对内容的需求构成了小学教师生态学习的核心层系统。环境因素也因与教师的密切程度不同可划分为包含学校、同事和学生等因素的内层系统、涉及专家、学者、家庭和学生家长的外层系统以及包含教育政策、经济环境和社会价值观念的社会大背景。第二部分是小学教师生态学习的现状调查及分析。通过对162位小学教师回答的问卷进行数据分析,并结合多位小学教师的访谈分析,得出小学教师学习现状并不乐观。第三部分是对第二部分出现的问题进行原因分析。原因总体归纳为两方面：一方面是小学教师学习主体性的遮蔽。主要表现在小学教师学习的内在动力不足、学习内容的自主选择性小、学习方式僵化、学习时间和学习计划性的欠缺上。另一方面是小学教师学习外在支持局限。具体表现为学校文化环境有待改进、学习共同体功能受限、专家学者的指导缺失、家庭与工作的关系矛盾以及社会文化因素的负面影响。第四部分则针对原因提出相应的改进建议。内在上,回归生命化本质,尊重教师生命意义。这就要求小学教师学习要转变思维方式、内容设计多样化、创新教师学习方式、进行有效学习。外在上,改善教师学习生态系统,促进教师生态学习发展,主要是改进学校文化环境、构建“活”的校内教师学习共同体以及加强教师与专家、学者的深入联系等方面。
[Abstract]:So far, the research achievements made by teachers are not only abundant, but also show some shortcomings. In order to better promote teacher growth and change the current teacher learning dilemma, teacher ecological learning emerged as the times require. Based on the investigation of the present situation of primary school teachers' ecological learning, this study finds out the deficiency of primary school teachers' ecological learning and analyzes the causes, and then puts forward the corresponding suggestions for improving primary school teachers' ecological learning. The research is mainly discussed from the following four parts. The first part mainly discusses the influence factors of primary school teachers' ecological learning. From the teachers themselves (internal cause) and the external environment (external factors) two aspects of the discussion, to lay a full text of dimensional analysis framework. Teachers themselves are the core factors affecting learning. Teachers' attitude, motivation, ways and demand for content constitute the core system of primary school teachers' ecological learning. Environmental factors, depending on their degree of closeness with teachers, can also be divided into inner systems that include factors such as schools, colleagues and students, outer systems involving experts, academics, families and parents of students, as well as educational policies, The social background of economic environment and social values. The second part is the investigation and analysis of primary school teachers' ecological learning. Based on the data analysis of 162 primary school teachers' questionnaire and the interview of many primary school teachers, it is concluded that the present situation of primary school teachers' learning is not optimistic. The third part is to analyze the causes of the problems in the second part. The reasons are summed up in two aspects: one is the shelter of primary school teachers' learning subjectivity. It is mainly reflected in the lack of internal motivation of primary school teachers, the small autonomy and selectivity of learning content, the inflexibility of learning methods, the lack of learning time and learning planning. On the other hand, the external support of primary school teachers is limited. The concrete manifestation is that the school cultural environment needs to be improved, the function of learning community is limited, the guidance of experts and scholars is lacking, the relationship between family and work is contradictory, and the negative influence of social and cultural factors. The fourth part puts forward the corresponding improvement suggestions for the reasons. Internally, return to the essence of life, respect the significance of teachers' life. This requires primary school teachers to change their ways of thinking, design various contents, innovate their learning methods and learn effectively. Externally, improving the teacher learning ecosystem and promoting the development of teachers' ecological learning mainly include improving the school culture environment, constructing a "living" school teacher learning community, and strengthening the deep connection between teachers and experts, scholars and so on.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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