班主任专业发展的区域支持研究

发布时间：2018-04-23 20:14

本文选题：班主任 + 专业发展　；参考：《华东师范大学》2011年硕士论文

【摘要】：随着教师专业发展研究的深入,班主任的专业发展问题也逐步引起人们的关注。本文从区域支持的视角对该问题进行了研究。文章首先从理论角度,在班主任专业发展和区域教育发展互相需要、互相促进的意义上论述了两者的关系：第一,区域教育发展内涵着班主任专业发展的内容,主要表现为区域应该、必须和可能支持班主任的专业发展。第二,班主任专业发展的内容和特点需要区域予以支持,具体在目标、学习与实践的机会和平台、评价以及组织四方面提出了要求。文章通过调查研究,进一步从班主任角度了解了实践中区域对班主任专业发展的支持情况,主要从班主任对区域活动的参与、对区域活动之于自身专业发展作用的感受以及班主任对区域支持的期望三方面进行了解。调查表明,在区域活动的参与方面,班主任参与区域活动的数量有限。而在有限的次数下,参与机会不均问题比较明显。另外,在活动形式方面,班主任参加区域层面活动的形式主要是培训和评选(包括优秀班主任评选和优秀案例评选)这类集中性、结果性活动,比较缺乏日常性、过程性的活动形式。在区域支持之于自身专业发展的作用方面,大部分班主任持认可态度,但对专业发展各方面的认可度不一。相较于知识增加与技能提升,班主任对区域支持促进自我职业认同以及激发发展意识两方面作用的认可度还需提高。在班主任对区域支持的期望方面,班主任们能够感受到区域为自己提供了发展目标,但认识并不清晰,需要区域的引导；班主任们肯定了区域提供的学习与交流平台的作用,但认为在内容和对象安排的针对性方面还有待提高；在评价问题上,班主任希望加强对专业发展过程的评价,希望能进一步发挥评价明晰自身发展问题的作用；对于区域的组织和政策,大部分班主任希望区域有专门的组织引领自己的专业发展,希望区域政策能对班主任工作量等问题给予明确保障。在理论思考和实践了解基础上,文章最后从完善区域支持的内容体系和外部保障两方面提出了建议。在内容体系方面,文章提出为班主任专业发展提供目标、活动、评价和组织载体；在外部保障方面,树立班主任专业发展的区域支持目标并集中区域学术力量,优化支持结构。
[Abstract]:With the development of teacher's professional development, the problem of teacher's professional development has been paid more and more attention. This paper studies this problem from the perspective of regional support. Firstly, from the theoretical point of view, the paper discusses the relationship between the professional development of class teacher and the development of regional education in the sense of mutual need and mutual promotion. First, the development of regional education implies the content of professional development of class teacher. The main performance is that the region should, must and may support the professional development of the head teacher. Second, the contents and characteristics of the professional development of the head teacher need to be supported by the region, and the specific requirements are put forward in four aspects: the goal, the opportunity and platform of learning and practice, the evaluation and the organization. Through investigation and research, the article further understands the regional support for the professional development of class teachers in practice from the angle of class teachers, mainly from the participation of class teachers in regional activities. Understand the experience of regional activities in their own professional development and the expectation of regional support. The survey shows that, in terms of participation in regional activities, the number of class teachers participating in regional activities is limited. In the limited number of times, the problem of uneven participation opportunities is obvious. In addition, in terms of the form of activities, the form in which the head teacher participates in activities at the regional level is mainly concentrated in the form of training and evaluation (including the selection of outstanding class teachers and the selection of outstanding cases). As a result, the activities of a class teacher are relatively lacking in routine. A procedural form of activity. In terms of the role of regional support in their own professional development, most of the head teachers hold an attitude of approval, but the recognition of various aspects of professional development varies. Compared with the increase of knowledge and the improvement of skills, the recognition of regional support to promote self-professional identity and stimulate development consciousness should be improved. In terms of the expectations of the head teacher for regional support, they can feel that the region provides themselves with a development goal, but the understanding is not clear and requires regional guidance. The teachers affirm the role of the learning and exchange platform provided by the region. On the evaluation issue, the head teacher hopes to strengthen the evaluation of the professional development process, hope to further play the role of evaluation to clarify their own development issues; For the regional organizations and policies, most of the head teachers hope that the region has a special organization to lead their own professional development, hope that the regional policy can provide a clear guarantee for the class teacher workload and other issues. On the basis of theoretical thinking and practical understanding, the paper puts forward some suggestions from two aspects: perfecting the content system of regional support and external guarantee. In the aspect of content system, the article proposes to provide the target, activity, evaluation and organization carrier for the professional development of the head teacher, and to set up the regional support goal of the professional development of the head teacher and to concentrate the regional academic strength to optimize the supporting structure in the aspect of external guarantee.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1

【引证文献】