农村教师自我导向学习策略研究

发布时间：2018-04-26 06:00

本文选题：农村教师 + 自我导向学习策略　；参考：《上海师范大学》2011年硕士论文

【摘要】：随着农村的教育问题越来越受到国家的重视,农村学校环境得到一定的改善,教师的福利待遇有所提高。除了这些物质方面的改善,我们还更应该重视提高农村教师的教学水平,在采取相应培训的同时鼓励他们进行自我学习。而在自我导向学习过程中采用学习策略是非常必要的,可以帮助他们缩短学习的时间提高学习的效率,改善学习的质量。本文从了解农村教师学习现状入手,分析农村教师学习中存在的问题,发现自我导向学习是促进教师学习的一种比较适宜的方式。笔者整理了国内外自我导向学习相关研究,梳理出自我导向学习策略研究。为了进一步了解农村教师自我导向学习中策略使用的情况,本研究对农村教师的自我导向学习策略进行了问卷调查。根据教师自主学习理论和对研究对象的访谈,得出专业交流,反思实践,专业规划,观摩学习,拜师学艺和批判思维六项学习策略是教师在自我导向学习中经常使用到的,并围绕这六项学习策略编制了调查问卷,问卷考察了专业交流,反思实践,专业规划,观摩学习,拜师学艺和批判思维六项自我导向学习策略的使用情况,发现了不同群体的农村教师在使用自我导向学习策略方面是存在差异性的,但是也存在共性的特点即相对注重专业交流和反思实践,同时缺少批判性思维。根据调查结果,笔者进一步分析得出有限的学习资源,学校学习氛围的缺失,缺少主动使用学习策略意识都影响了农村教师自我导向学习策略运用。研究立足于对现状调查分析的基础上,提出了促进农村教师自我导向学习策略生成的各种途径,包括推行适当的引导策略,构建良好的学习平台,提供丰富的学习资源,塑造良好的学习氛围,同时加强对自我导向学习策略的培训。并就自我导向学习策略方面对农村教师提出了建议,要有正确的思想理念,善于利用身边宝贵的资源,在自我导向学习中还要有主动使用学习策略的意识最后,分析了本研究的不足,提出未来的研究方向。
[Abstract]:With more and more attention paid to rural education, the rural school environment has been improved, and the welfare of teachers has been improved. In addition to these material improvements, we should pay more attention to improving the teaching level of rural teachers and encourage them to learn by themselves while taking corresponding training. However, it is necessary to adopt learning strategies in the process of self-directed learning, which can help them to shorten their learning time and improve their learning efficiency and learning quality. This paper analyzes the problems existing in rural teachers' learning and finds that self-directed learning is a more suitable way to promote teachers' learning. The author collates the domestic and foreign self-oriented learning related research, combs self-oriented learning strategy research. In order to further understand the use of strategies in rural teachers' self-directed learning, this study conducted a questionnaire on rural teachers' self-directed learning strategies. According to the theory of teachers' autonomous learning and interviews with the subjects of study, it is concluded that six learning strategies are often used by teachers in self-directed learning, such as professional communication, reflection on practice, professional planning, observation of learning, learning skills of teachers and critical thinking. A questionnaire is compiled around these six learning strategies. The questionnaire examines the use of six self-directed learning strategies, such as professional communication, reflective practice, professional planning, observation learning, teacher worship and critical thinking. It is found that there are differences in the use of self-directed learning strategies among different groups of rural teachers, but there are also some common features, that is, the relative emphasis on professional communication and reflective practice, and the lack of critical thinking. According to the results of the investigation, the author further analyzes that the limited learning resources, the lack of school learning atmosphere and the lack of awareness of active use of learning strategies all affect the use of self-directed learning strategies of rural teachers. Based on the investigation and analysis of the present situation, the study puts forward various ways to promote the generation of self-directed learning strategies for rural teachers, including the promotion of appropriate guiding strategies, the construction of a good learning platform, and the provision of rich learning resources. Create a good learning atmosphere and strengthen the training of self-directed learning strategies. At the same time, some suggestions on self-directed learning strategies are put forward to rural teachers. They should have correct ideas, be good at using valuable resources around them, and have the consciousness of actively using learning strategies in self-directed learning. The deficiency of this study is analyzed and the future research direction is put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1

【引证文献】