我国中学地理教师结构的区域比较研究

发布时间：2018-03-29 12:48

本文选题：中学地理教师　切入点：教师结构　出处：《辽宁师范大学》2016年硕士论文

【摘要】：随着世界各国经济的飞速发展,教育逐渐成为了国与国之间竞争的核心内容,而教师是教育的基础,因此教师结构在很大程度上间接地影响着一个国家的综合实力。中学阶段,地理学科是高考的必考科目,影响着中学生身心的健康发展。合理的中学地理教师结构能够充分发挥地理教育的作用,有利于复合型人才的培养,落实科教兴国政策。本文主要从以下三个方面探究我国中学地理教师结构:首先,探究我国中学地理教师结构的发展现状。统计2002～2013年关于中学地理教师结构文献的调查问卷结果,从两个方面进行归纳:一方面,分为东部、中部、西部三大地域角度比较分析我国中学地理教师结构的区域差异;另一方面,从2002年以来近十年的时间视角探究全国中学地理教师结构的发展规律。发现我国中学地理教师结构主要存在以下三大问题:第一、缺乏高学历、高职称的学科及学术带头人;第二、部分中学地理教师学历低;第三、我国各区域间中学地理教师结构发展不均衡等。其次,评价我国中学地理教师结构的影响因素。我国中学地理教师结构发展的影响因素主要包括:经济因素、社会因素及教育因素,各因素分别选取三个评价指标,通过查阅相关统计年鉴收集2013年九个指标的数据,利用熵权法计算出各指标的权重得分及评价值,根据结果分析各影响因素指标对我国中学地理教师结构发展的影响程度。结果表明:相对于其他两大因素,教育因素对全国尤其是我国中部地区中学地理教师结构的影响最大;社会因素的影响程度次之,与其他两区域相比,西部地区的中学地理教师结构受社会因素的影响最大;随着我国经济的不断发展和人们生活水平的提高,经济因素对我国尤其是东部地区中学地理教师结构的影响程度最小。最后,我国中学地理教师结构发展的优化策略。主要从国家政策、高师院校、中学学校及地理教师四个角度提出相应优化策略,进而保障教育公平及各地区地理教师结构的不断优化:第一、及时调整国家政策,为地理教育提供保障;第二、加强高师院校发展,培养高素质的地理教师;第三、转变学校管理方式,提倡地理教师来源多元化;第四、树立终身学习意识,提高地理教师的专业修养。
[Abstract]:With the rapid development of the world economy, education has gradually become the core content of the competition between countries, and teachers are the basis of education. Therefore, the structure of teachers indirectly affects the comprehensive strength of a country to a great extent. Geography is a compulsory subject in the college entrance examination, which affects the healthy development of middle school students' body and mind. A reasonable structure of geography teachers in middle schools can give full play to the role of geography education and is conducive to the cultivation of compound talents. To implement the policy of rejuvenating the country through science and education. This paper mainly explores the structure of geography teachers in middle schools in China from the following three aspects: first of all, This paper probes into the present situation of the development of geography teachers' structure in middle schools in China. The questionnaire results of the literature on the structure of geography teachers in middle schools from 2002 to 2013 are analyzed and summarized from two aspects: on the one hand, in the east, in the middle, in the middle, On the other hand, it compares and analyzes the regional differences in the structure of geography teachers in middle schools in our country from the perspective of the three major regions in the west. From the perspective of nearly ten years since 2002, it is found that there are three main problems in the structure of geography teachers in middle schools in China: first, the lack of high academic qualifications, high titles of subjects and academic leaders; Second, some middle school geography teachers have low academic qualifications; third, the structure of geography teachers in middle schools is not balanced among regions in our country. Secondly, The main factors influencing the development of geography teacher structure in middle school include: economic factor, social factor and educational factor, and each factor selects three evaluation indexes respectively. By referring to the relevant statistical yearbooks to collect data from nine indicators in 2013, the weight scores and evaluation values of each index are calculated by using entropy weight method. According to the results, this paper analyzes the influence degree of the influencing factors on the structure development of geography teachers in middle schools in China. The results show that: compared with the other two factors, the educational factors have the greatest influence on the structure of geography teachers in middle schools in the whole country, especially in the central part of our country; Compared with the other two regions, the structure of geography teachers in middle schools in western China is the most affected by social factors, and with the development of economy and the improvement of people's living standards, The influence of economic factors on the structure of geography teachers in middle schools in China, especially in the east, is the least. Finally, the optimization strategy for the development of geography teachers' structure in middle schools in China. The corresponding optimization strategies are put forward from four angles of middle school and geography teachers, so as to ensure the education fairness and the continuous optimization of geography teacher structure in various regions: first, adjust the national policy in time to provide guarantee for geography education; second, Strengthen the development of normal universities, cultivate high-quality geography teachers; third, change the school management mode, promote the diversity of geography teachers; fourth, establish lifelong learning awareness, improve geography teachers professional accomplishment.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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