农村教师学习的现状、问题与改进策略研究

发布时间：2018-01-21 22:01

本文关键词： 农村教师教师学习问题改进策略　出处：《西北师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：教师学习之所以成为教育理论研究者和学校教育实践者关注的焦点,是因为教师只有通过不断的学习才能促进专业发展,才能够更好地促进学生的学习和发展。在幅员辽阔、学生众多的农村地区,由于受到社会、经济、文化、教育发展水平等诸多因素的影响,农村地区教师的专业化水平偏低。与此同时,农村教师学习的活动效果不佳,教师的在职学习对教师专业发展的促进作用有限。本研究采用主要采用问卷调查法和访谈法相结合的研究方式对农村教师学习的现状进行调查,研究的主要问题主要包括:教师学习具有怎样的特性;农村教师学习的实施过程中存在怎样的问题;改善农村教师学习应采取怎样的对策。期望通过对农村教师学习的调查,发现农村教师学习在观念层面和实践层面中存在的不足,并结合理论对原因进行较为深入的分析,为改善农村教师学习提供建议和对策。研究发现,农村教师学习的存在下列问题:部分农村教师对教师学习有较高的期待但在认识上存在一定偏差;农村教师具有多重学习目的但缺乏具体的学习目标;农村教师学习内容丰富但缺乏系统性;农村教师对学习方式的认同与学习效果密切相关;农村教师教学任务重导致学习时间不足;农村教师的学习与工作的相关性不足;农村教师学习的外部支持有所欠缺。校长和教师作为教师学习活动的组份,分别具有关键性的作用和主体性的功能。针对农村中小学的校长和教师的建议包括:校长应强化自身职责,引领教师学习;丰富教师学习的资源,提高现有资源利用率;采取多种激励措施,积极营造教师学习的良好氛围;保障教师学习时间,提高教师学习时间利用率;改善教师学习方案的设计,优化教师学习过程。
[Abstract]:The reason why teacher learning has become the focus of attention of educational theory researchers and school education practitioners is that teachers can promote professional development only through continuous learning. In rural areas with vast territory and numerous students, it is affected by many factors such as society, economy, culture, educational development and so on. The professional level of teachers in rural areas is on the low side. At the same time, the effect of rural teachers' learning activities is not good, and teachers' in-service learning plays a limited role in promoting teachers' professional development. This study mainly adopts the method of questionnaire and interview to investigate the current situation of rural teachers' learning. The main problems of the research include: what kind of characteristics of teachers' learning; What problems exist in the process of rural teachers' learning; Through the investigation of rural teachers' learning, we can find out the shortcomings of rural teachers' learning at the level of concept and practice. Combining with the theory, this paper makes a deep analysis of the causes, and provides suggestions and countermeasures for improving the rural teachers' learning. It is found that the following problems exist in the study of rural teachers: some rural teachers have high expectations for teachers' learning, but there are some deviations in their understanding; Rural teachers have multiple learning goals but lack of specific learning goals; Rural teachers are rich in learning content but lack of systematic; Rural teachers' recognition of learning style is closely related to the learning effect; Rural teachers' teaching tasks lead to lack of learning time; The correlation between rural teachers' study and work is insufficient; The external support of rural teachers' learning is deficient. As a component of teachers' learning activities, principals and teachers play a key and subjective role respectively. The suggestions for principals and teachers in rural primary and secondary schools include: principals should strengthen their own responsibilities. Leading teachers to learn; Enrich teachers' learning resources and improve the utilization rate of existing resources; Take a variety of incentives to actively create a good atmosphere for teachers to learn; To ensure teachers' learning time and improve teachers' utilization rate of learning time; Improve the design of teacher learning program, optimize the teacher learning process.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1

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