延吉市城市小学初任教师校本入职培训现状研究

发布时间：2018-10-21 14:57

【摘要】：初任教师作为补充到教师队伍中的新鲜血液,其发挥着稳定教师队伍和保证教育教学质量的关键作用,然而初任教师在入职初期所面临的生存状态却令人担忧。由于刚刚从学生身份转变为教师身份,他们面临着教育教学、环境适应、人际关系等诸多方面的问题和困惑,面对这些问题和困惑他们往往表现出紧张、焦躁、忧虑的情绪,产生心理疾病,离职现象也比较严重。想要破解这一难题,就要回归到初任教师生存的土壤——就职学校来解决。初任教师所就职的学校对其在入职初期进行的校本培训作为初任教师参与最直接、参与时间最长的方式,其实施效果的好与坏直接影响着初任教师的角色转换、工作能力、专业发展、整体素质等诸多方面。因此,加强初任教师校本入职培训的研究,对初任教师更好更快地适应新角色有着深远的意义。本研究以延吉市城市小学近四年来入职的初任教师为研究对象,综合运用文献法、调查法、访谈法,调查延吉市城市小学初任教师校本入职培训的培训现状和培训效果。分析培训内容、培训方式、培训评价三个方面对培训效果的影响,并深入探析其中存在的问题。根据调查结果和深度访谈,提出有针对性的建议,帮助初任教师能够更好更快地适应教师职业角色转换,解决他们在入职初期所面临的各种困惑,提升他们坚定的教师职业信心。并进一步丰富有关初任教师校本入职培训的研究,为今后初任教师校本入职培训工作的开展提供一些有益的参考。通过调查研究得出如下结论：第一,现有初任教师校本入职培训内容倾向于共性化的理论知识,培训形式倾向于传统的经验式学习,培训评价倾向于针对初任教师的单一化评价和结果评价,培训整体效果处于一般水平。第二,培训内容的针对性和实用性不强导致初任教师不能获得所需的知识和能力,不能有效解决在实际工作中遇到的问题和困惑。第三,培训形式过于传统和单一导致初任教师的参与热情不高,创新能力和发散性思维受到限制,培训资源不能充分利用。第四,培训评价体系不健全导致培训难以得到保障,培训流于形式。针对以上存在的问题,提出如下建议：第一,设置符合初任教师成长特点和差异化的培训内容。第二,提供多种新颖的培训形式,拓宽培训资源渠道。第三,明确培训主体责任,完善培训评价体系。第四,建立健全培训保障制度。第五,给予初任教师“入职缓冲期”的特殊保护。
[Abstract]:As a new blood supplement to the teaching staff, the new teachers play a key role in stabilizing the teaching staff and ensuring the quality of education and teaching. However, the initial teachers are faced with worrying living conditions at the beginning of their service. As they have just changed from student status to teacher status, they are faced with problems and puzzles in education and teaching, environmental adaptation, interpersonal relations, and so on. In the face of these problems and puzzles, they often show tension, impatience and anxiety. Psychological illness, the phenomenon of separation is more serious. To solve this problem, we have to return to the soil of the survival of the new teachers-Inaugural School to solve. As the most direct and longest way for the initial teachers to participate in the school-based training in the initial stage of their employment, the good or bad effect of the implementation of the training has a direct impact on the role transformation and working ability of the initial teachers. Professional development, overall quality and many other aspects. Therefore, it is of great significance for new teachers to adapt to the new role better and faster. This research takes the new teachers of Yanji city primary school in the past four years as the research object, synthetically applies the literature method, the investigation method, the interview method, investigates the training present situation and the training effect of the school-based training of the initial primary school teachers in Yanji city. This paper analyzes the influence of training content, training method and training evaluation on the training effect, and probes into the existing problems. Based on the results of the survey and in-depth interviews, the author puts forward some specific suggestions to help new teachers adapt better and faster to the transition of teachers' professional roles, and to solve the various puzzles they face in the early stage of their employment. Enhance their firm confidence in the profession. It further enriches the research on school-based induction training for new teachers, and provides some useful references for the development of school-based induction training for new teachers in the future. The conclusions are as follows: first, the contents of the school-based induction training for new teachers tend to generalize the theoretical knowledge, and the training forms tend to the traditional experiential learning. Training evaluation tends to single evaluation and result evaluation for new teachers, and the overall effect of training is at the general level. Second, the lack of pertinence and practicability of the training content leads to the initial teachers unable to acquire the required knowledge and ability, and can not effectively solve the problems and puzzles encountered in practical work. Third, the training form is too traditional and single, which leads to the lack of enthusiasm for the participation of new teachers, the limitation of innovation and divergent thinking, and the insufficient use of training resources. Fourth, training evaluation system is not perfect, training is difficult to be guaranteed, training is a mere formality. In view of the above problems, the following suggestions are put forward: first, setting up the training contents which accord with the growth characteristics and differentiation of the new teachers. Second, to provide a variety of innovative forms of training and broaden the channels of training resources. Third, clarify the responsibility of the main body of training, improve the training evaluation system. Fourth, establish and perfect the training guarantee system. Fifth, give the special protection of the "entry buffer period" to the newly appointed teachers.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.1

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