重庆市S区小学综合实践活动课程教师专业素养现状调查研究

发布时间：2018-08-29 07:29

【摘要】：小学综合实践活动课程作为新一轮基础课程改革背景下产生的课程,它有着自身的目标、理念、内容和要求,这对任课教师自身的专业素养提出了新的要求。本研究以有关教师专业素养的理论、小学专业标准的规定和该课程特点对教师素养特殊要求为依据对小学综合实践活动课程教师专业素养的内容进行探索,确定为四个方面的素养:理念、知识、能力、职业道德。本研究通过问卷和访谈对重庆市S区小学综合实践活动课程教师这四个专业素养进行了现状调查,研究结论为:(1)任课教师的总体素养呈中等水平;(2)任课教师多数具有良好的理念素养,认同小学综合实践活动课程具有独立价值、肯定学生在课程中的主体地位,但对课程性质的认识还有待提高;(3)知识素养是该课程教师最欠缺的。任课教师普遍知识结构单一、知识储备不足、对综合实践活动课程专业知识相当缺乏;(4)任课教师具有基本的能力素养,能掌控课堂节奏、发挥学生主体性、较妥善处理突发事件,但设计综合实践活动课程的能力还十分欠缺;(5)职业道德素养方面,任课教师能虚心向其他教师请教,帮助有困难的学生,调节好个人情绪,但在工作态度方面还有待提高,主要表现为对这份工作的责任感不强。本研究通过对教师、校长或教育管理人员、教研员(共计19名)进行访谈,发现S区小学综合实践活动教师专业素养存在的主要问题有:(1)教师的综合实践活动课程观薄弱;(2)教师的知识结构单一;(3)教师比较欠缺综合实践活动课程资源开发与利用能力;(4)教师不太乐于担任综合实践活动课程的工作。其主要原因是:(1)师范学院普遍没有开展有关综合实践活动课程的教学活动;(2)教育管理部门缺乏对综合实践活动课程教师管理与指导;(3)社区和家长不认可小学综合实践活动课程的价值;(4)兼职教师得不到有效的培训;(5)学校没有具体可行的课程评价标准;(6)教师个人对综合实践活动课程的学习能力不够高。据此,从三方面提出了对应的策略。(1)教育行政部门:高校增设综合实践活动课程的有关教学活动、加强综合实践活动课程教师的政策保障、加强社会宣传建设,积极争取社区支持。(2)学校:有效培训教师,完善师资队伍、建立健全综合实践活动课程教师评价体系和编制教师教学与指导指南。(3)教师个人:树立终身学习意识、提高综合实践活动课程的教学能力和提升教师对综合实践活动课程的热忱。
[Abstract]:As a new curriculum under the background of the new basic curriculum reform, the integrated practical activity curriculum in primary school has its own goals, ideas, contents and requirements, which puts forward new requirements for the teachers' own professional accomplishment. Based on the theory of teacher's professional accomplishment, the stipulation of primary school professional standard and the special requirement of teacher's accomplishment, this study explores the content of teacher's professional accomplishment of integrated practical activity course in primary school. Identified as four aspects of literacy: concept, knowledge, ability, and professional ethics. Through questionnaire and interview, the present situation of teachers' professional accomplishment of integrated practical activities in primary schools in S district of Chongqing was investigated. The conclusions of the study are as follows: (1) the overall literacy of the teachers is of medium level; (2) most of the teachers have good idealistic qualities, and recognize the independent value of the comprehensive practical activity curriculum in primary schools, and affirm the main position of the students in the curriculum. However, the understanding of the nature of the curriculum needs to be improved; (3) knowledge literacy is the most lacking of the curriculum teachers. The general knowledge structure of teachers is single and the knowledge reserve is insufficient. (4) the teachers have the basic ability accomplishment, can control the classroom rhythm, and give play to the students' subjectivity. The ability to design a comprehensive practical activity curriculum is still very short; (5) in terms of professional ethics literacy, teachers can humbly consult other teachers, help students with difficulties, and adjust their personal emotions. However, there is still room for improvement in work attitude, mainly for the lack of responsibility for the job. This study conducted interviews with teachers, principals or educational administrators, teaching and research staff (a total of 19), It is found that the main problems of teachers' professional accomplishment in primary school integrated practical activities in S area are as follows: (1) teachers' view of comprehensive practical activities curriculum is weak; (2) teachers' knowledge structure is single; (3) teachers' lack of comprehensive practical activity curriculum resources development. (4) teachers are not very willing to work in comprehensive practical activities. The main reasons are: (1) the general lack of teaching activities related to integrated practical activities in teachers' colleges; (2) the lack of management and guidance of teachers in integrated practical activities courses by educational management departments; and (3) the lack of recognition by communities and parents of integrated primary schools The value of practical activity curriculum; (4) part-time teachers can not get effective training; (5) the school does not have specific and feasible curriculum evaluation criteria; (6) teachers' individual learning ability to comprehensive practical activity curriculum is not high enough. Accordingly, the corresponding strategies are put forward from three aspects. (1) the administrative department of education: colleges and universities should add relevant teaching activities to the curriculum of comprehensive practical activities, strengthen the policy guarantee of teachers of comprehensive practical activities, and strengthen the construction of social propaganda. (2) School: effectively train teachers, perfect teachers' team, establish and perfect teacher evaluation system of comprehensive practical activity curriculum and compile teachers' teaching and guidance guide. (3) Teachers' individual: establish lifelong learning consciousness. To improve the teaching ability of the comprehensive practical activity course and the enthusiasm of the teacher to the comprehensive practice activity course.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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