民族地区高校外语教师学习及支持研究

发布时间：2018-01-02 13:33

  本文关键词：民族地区高校外语教师学习及支持研究　出处：《西南大学》2017年博士论文　论文类型：学位论文

  更多相关文章： 民族地区高校 外语教师 学习 支持

【摘要】：教师学习是教师职业化发展对教师提出的必然要求。随着教师职业化的深入,教师作为学习的职业这一观点逐渐形成。因为,教师持续学习不仅保障了专业知识的更新与供给,更是履行教育使命和实现个人生命价值的重要条件。由于外语教师学习发展与个人、教学实践、环境、支持等因素紧密联系,我们对民族地区高校外语教师的学习问题进行研究。通过获得的数据,尝试构建支持教师不断学习的框架系统,以期实现教师学习机会最大化。首先,深入理解教师学习的实践性、情境性、动态性、社会性等特征。借鉴社会文化学习理论、系统复杂理论及现代社会学习发展的“自我-社群”思想,把教师学习置于更全面、整体、动态、系统的视角下进行考察,为探寻外语教师学习提供理论支持。其次,深度理解外语教师学习是研究过程的关键。从知识视角,剖析教师知识与实践的关系,并指出教师知识来源、方式以及表征形式。研究认为:真正促进教师成长的是那些“隐性”知识,即实践性知识,这是教师学习的重要方面;另外,从超越知识视角剖析教师学习深刻的蕴意、学习发生的内在动力以及最终目标。研究认为:时代赋予语言教师“思想代言人”的角色和使命,外语教师学习与个人、学生、学校及社会发展紧密联系;教师学习动机、认知水平、职业投入程度对学习产生重要影响,教师个体内在要素乃是推动学习不断持续的源动力;教师学习的目标是提高教育知能。最后,在外语教师学习理论指导下,通过对教师知识发生机制和教师学习内容分析,以实证研究探索我国民族地区高校外语教师学习及支持问题。本研究运用问卷调查、访谈和叙事方法并实地考察,对我国4个民族省区14所高校527名外语教师的学习进行研究。通过分析外语教师对学习的认识、动机、投入方式等,结合教师学习需求、环境及学习的支持现状,在教师学习发展原则和需求基础上,构建民族地区高校外语教师学习支持系统。研究发现:(1)民族地区高校外语教师对学习具有较高水平的认识,并拥有积极的学习体验;内部动机是驱动教师不断学习的根本力量;教师主要运用自我反思、合作和在实践中探究学习;(2)教师学习需求包括个人、职业和制度方面。国家教育发展、民族地区教育发展、外语教育改革与发展是重要的外部需求因素;(3)教师学习支持环境和条件相对薄弱,民族地区高校外语教师大多处在“限制性”学习环境中,但教师常通过发挥个体能动性与环境积极互动,获得成长的机会和可能;教师对于学习发展拥有较高的期望,特别希望获得更多学习机会和条件。基于获得的数据并在有效支持教师学习发展的原则和框架下,结合民族地区高校外语教师学习现状、需求及环境因素分析,本研究认为:支持外语教师学习系统由个人、(院)系部、学校和社会四层“同心圆”组成,教师通过充分发挥个体能动性、学习领导力和自主性,以实现学习对于教师职业行为、职业态度和职业知识的变化,进而提高教育知能和实现个人生命的价值。研究结论强调指出:(1)民族地区高校外语教师学习具有典型的实践相关性特征;(2)教师学习需求呈现一致性和多样性特点;(3)“拓展性学习环境”是民族地区高校外语教师学习的重要保证;(4)系统学习支持是教师学习的根本保障。为此,支持教师学习的力量应是系统的、整体的、动态的和持续的。只有通过提高教师学习,才能从根本上提高民族地区外语教育,进而实现教育发展的公平和公正。
[Abstract]:Teacher learning is the inevitable requirement of the development of teachers' occupation teachers put forward. With the deepening of teachers' occupation, teachers as the idea of learning occupation gradually formed. Because the teacher continuous learning not only ensures the update and supply of professional knowledge, but also an important condition to fulfill the mission of education and the realization of individual value of life. Because of foreign language teachers learning and personal development, teaching practice, environment, support and other factors closely, we have conducted a research of college foreign language teachers in minority regions. The data obtained through learning problems, tries to construct the framework of support system of teachers constantly learning, in order to realize the maximization of teachers' learning opportunities. First, in-depth understanding of the practice of teacher learning situational, dynamic, and social characteristics. From the social and cultural learning theory, complex theory and modern social learning development system of "self - Community" thought, the Teacher learning in a more comprehensive, integrated, dynamic, system from the perspective of foreign language teachers, to explore the study to provide theoretical support. Secondly, the depth of understanding of foreign language teachers is the key to study the learning process. From the perspective of knowledge, analysis of the relationship between teachers' knowledge and Practice, and points out that teachers' knowledge sources, and representation. That really promotes the development of teachers is the "recessive" knowledge, namely practical knowledge, which is an important aspect of teacher learning; in addition, from the perspective of knowledge beyond the analysis of teachers' learning profound meaning, learning intrinsic motivation occurs as well as the ultimate goal. The results show that endowed language teachers "thought and spokesperson role the mission of foreign language teachers learning and individual students, schools, and social development; teachers' learning motivation, cognitive level, Occupation Commitment habits have an important impact on the school, a teacher In vivo factors is to promote the learning power continuously; teacher learning goal is to improve education knowledge. Finally, study on the theories of foreign language teachers, through the knowledge of teachers and teachers' learning mechanism of content analysis, empirical research in the exploration of college foreign language teachers in ethnic minority areas of China. This study support learning and use questionnaire, interview and narrative method and field investigation, study of 527 foreign language teachers in China 4 ethnic groups of 14 universities in learning. Through the analysis of foreign language teachers' understanding of the learning motivation, input methods, combined with teachers' learning needs and learning environment to support the status quo, development principles and requirements in teacher learning based on the construction of college foreign language teachers in minority area learning support system. The study found that: (1) understanding of college foreign language teachers in minority areas with higher levels of learning, and has actively Learning experience; internal motivation is the fundamental driving force of teachers learning; teachers mainly use self reflection, cooperation and inquiry learning in practice; (2) teachers' learning needs including personal, occupation and system. The national education development, education development in ethnic minority areas, the reform and development of education in a foreign language is an important factor in external demand; (3) teachers' learning support environment and relatively weak conditions, foreign language teachers in Colleges and universities in minority areas are mostly in the "restricted" learning environment, but the teachers often play through individual initiative and positive interaction environment, growth opportunities and potential for development; teacher learning has high expectations, especially hope to get more learning opportunities and conditions based on the data obtained and learning principles and framework in the development of effective support of teachers, combined with college foreign language teachers in minority area learning present situation, demand and environmental factors Analysis, this study suggests that learning system by the personal support of foreign language teachers (hospital) department, school and society four layers of "concentric circles", teachers can give full play to individual initiative, learning leadership and autonomy, in order to achieve learning for teachers' occupation behavior, occupation occupation attitude and knowledge change, and improve education knowledge and realize their value of life. The conclusion of the study emphasized: (1) college foreign language teachers in minority areas associated with typical characteristics of practical learning; (2) teachers' learning demand presents the consistency and diversity characteristics; (3) the expansion of learning environment "is an important guarantee for college foreign language teachers in minority areas of learning; (4) learning support system is the fundamental guarantee of teacher learning. Therefore, teachers support the power of learning should be systematic, overall, dynamic and sustained. Only by improving teachers' learning, in order to fundamentally improve Foreign language education in ethnic minority areas can realize the fairness and impartiality of the development of education.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G645.1;H319.3
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本文编号：1369450