中国小学新手教师的表现特征研究

发布时间：2018-07-06 13:11

本文选题：新手教师 + 特点　；参考：《华东师范大学》2017年硕士论文

【摘要】：近年来,新手教师或初任教师的问题受到各方关注,已成为教师教育研究的一个重要领域。其中一些研究是从教师的发展阶段入手对新手教师进行了描述,尤其国外已经有了很多著名的研究成果,如傅乐的"教师关注阶段论"、卡茨的"教师发展时期论"、伯顿的"教师发展阶段论"、费斯勒的"教师生涯循环论"、司德菲的"教师生涯发展模式"、休伯曼的"教师职业周期主题模式"等对新手教师的阶段特征进行了研究。但是中国有很多自己的文化特色和教育传统,比如特色的组织形式、教学要求、教师分层制度等。已有的研究,尤其是国外的研究,没有考虑或结合中国特色,所以他们形成的新手教师阶段的特征,对中国的新教师来说可能会存在差异,可能不能很好地在中国新教师中得到验证。所以本研究针对国外八个不同专家学者提出的教师发展阶段中关于新手教师阶段的特征进行整理,总结出国外新手教师阶段的特点,然后考虑中国特色的文化和教育传统,在中国的新教师中进行验证,看一看中国的新手教师在多大程度上可以再现了这些特征,又存在哪些差异,如果有所不同,中国的教育传统是否可以解释这种现象。围绕研究的主要问题对九位教师进行半结构式访谈,每次访谈持续时间大约为60分钟。通过对所搜集资料的整理分析发现,中外的新手教师表现很多方面是一致的,如中外的新手教师都关注自己能否在新环境中生存,希望得到上级、同事和学生的接纳,在教学过程中都会遇到各种各样的失误和课堂纪律问题等。同样中外新手教师间的表现也存在差异之处,如国外的教师要关注班级的经营管理,而中国的普通任课教师不太关注此方面的问题,而是由兼任班主任职务的教师负责班集体的经营和管理。同时发现,中国教育传统对新手教师的适应和发展具有一定的帮助和促进作用,但是存在许多不容忽视的问题,不能为新手教师提供及时有效的帮助,如入职培训工作缺乏针对性和有效性,"师徒结对"效果不明显,教师合作趋向形式化、表面化,中国特色激励制度无论是荣誉制度还是职称制度对新手教师的影响不大。为了新手教师踏入教学岗位时尽快适应教师角色和学校的环境,顺利渡过入职初期,成为一名熟练教师,学校应该做出针对性强、务实的改善,有效提高中小学新手教师的适应状况,为新手教师顺利渡过职业初期打下坚实基础。
[Abstract]:In recent years, the problem of novice teachers or new teachers has been concerned by all parties, and has become an important field of teacher education research. Some of the studies begin with the teacher's development stage and describe the novice teachers. Especially, there have been a lot of famous research results abroad. For example, Fu Le's "teacher attention stage", Katz's "teacher Development period", Burton's "teacher Development stage", Faessler's "teacher career cycle", Staffe's "teacher career Development Model", Huberman "Teaching" This paper studies the stage characteristics of novice teachers. However, China has its own cultural characteristics and educational traditions, such as special organizational form, teaching requirements, teacher stratification system and so on. Existing studies, especially those abroad, have not taken into account or combined with Chinese characteristics, so the characteristics of the novice teacher stage that they form may differ for new teachers in China. It may not be well tested among new teachers in China. Therefore, this study collates the characteristics of novice teacher stage proposed by eight foreign experts and scholars, summarizes the characteristics of foreign novice teacher stage, and then considers the culture and educational tradition with Chinese characteristics. To see to what extent the new teachers in China can reproduce these characteristics, and what differences exist, and if not, whether the Chinese educational tradition can explain this phenomenon. A semi-structured interview was conducted with nine teachers around the main questions of the study. The duration of each interview was about 60 minutes. Through the analysis of the collected data, it is found that the novice teachers at home and abroad are consistent in many aspects. For example, the novice teachers at home and abroad are concerned about whether they can survive in the new environment and hope to be accepted by their superiors, colleagues and students. In the process of teaching will encounter a variety of mistakes and classroom discipline problems and so on. There are also differences in the performance of novice teachers at home and abroad. For example, foreign teachers should pay attention to the management of classes, while ordinary Chinese teachers do not pay much attention to this aspect. Instead, the teacher who holds the post of head teacher is responsible for the management and management of the class collective. At the same time, it is found that Chinese educational tradition can help and promote the adaptation and development of novice teachers to a certain extent, but there are many problems that can not be ignored and can not be provided with timely and effective help for novice teachers. Such as the lack of pertinence and effectiveness, the effect of "teacher and apprentice pairing" is not obvious, the teacher cooperation tends to be formalized and superficial, and the incentive system with Chinese characteristics has little influence on novice teachers, no matter it is honor system or title system. In order for novice teachers to adapt themselves to the role of teachers and the environment of the school as soon as possible when they enter teaching posts, and to smoothly cross the initial stage of entry and become a skilled teacher, the school should make targeted and pragmatic improvements. It can effectively improve the adaptability of novice teachers in primary and secondary schools, and lay a solid foundation for novice teachers to get through the early stage of their careers.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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