珲春市S中学青年教师校本培训的现状及对策研究

发布时间：2018-01-07 19:00

本文关键词：珲春市S中学青年教师校本培训的现状及对策研究　出处：《延边大学》2017年硕士论文　论文类型：学位论文

【摘要】：青年教师是教育改革与发展的支柱,是教育实践的执行者,是可持续发展的主力军。校本培训是激励青年教师专业成长的有效途径,同时也对中小学校实施教育改革与发展产生深远的影响。校本培训要基于学校,立足点是学校和教师的真实需求,解决实际问题,才能提升教师教育教学能力,实现教师的专业发展。它的实用性特别强,得到了国内外很多学者的认可,经过大量的研究,使校本培训在理论上越来越成熟。根据教师专业发展理论和马斯洛的层次需要理论,可以进行分层培训,提高校本培训的针对性,使青年教师校本培训获得更好的效果。从这一现实出发,查阅了大量的有关校本培训的书籍,优秀硕博论文,结合青年教师的专业和成长发展规律。编制了青年教师校本培训的调查问卷和访谈提纲,对珲春市S中学开展的青年教师校本培训活动进行了实际的调查与研究。通过问卷调查、深入访谈和实地调查,分析青年教师校本培训存在的问题,再有针对性的提出完善意见。本文主要采用文献法、调查法和访谈法三种研究方法,从培训内容、培训方法、培训评价等方面进行对珲春市S中学青年教师校本培训的现状调查与分析得出了如下结论:第一,现有的青年教师校本培训内容没有立足于学校的实际问题和青年教师的需求,针对性和实用性不强,经过培训,青年教师不能获得解决教育教学实际问题的能力和方法,培训内容流于形式,影响培训效果。第二,培训形式缺乏创新,限制了青年教师的创新能力和发散思维。使青年教师的参与热情不高,没有充分利用高校资源,培训效果大打折扣。第三,培训的评价体系不健全,只注重对参加培训的青年教师的结果评价,缺乏过程性和全面性。第四,迫于升学的压力和各种活动的冲击,学校领导对青年教师的校本培训有心无力,重视程度不够,培训的保障制度不完善。第五,青年教师面临着教育、教学和工作生活的严峻压力,没有经历参加校本培训。为了使青年教师的校本培训的效果更好,针对在实施过程中存在的问题,提出如下几点完善的建议:第一,基于不同需求,发展差异。根据青年教师的成长存在差异性,而提供有针对性的培训内容。第二,积极挖掘培训资源,扩宽培训渠道,使培训形式丰富多元。第三,明确培训中各人员的职责所在,建立领导负责制。第四,建立健全校本培训评价体系。第五,校长是学校唯一的法定代表人,也是校本培训的重要责任人,要充分发挥领导责任制的层次性,做好校本培训。第六,在青年教师工作和成长的转型期,学校适当保护青年教师,减轻工作压力,为青年教师提供精准的帮助。
[Abstract]:Young teachers are the pillar of educational reform and development, the executors of educational practice and the main force of sustainable development. School-based training is an effective way to encourage young teachers' professional growth. School-based training should be based on the school, the foothold is the real needs of the school and teachers, to solve the actual problems, in order to improve the teaching ability of teachers. To achieve the professional development of teachers. Its practicability is particularly strong, has been recognized by many scholars at home and abroad, after a lot of research. According to the theory of teachers' professional development and Maslow's hierarchy needs theory, we can carry out layered training to improve the pertinence of school-based training. To make the school-based training of young teachers more effective. From this reality, we have consulted a large number of books on school-based training, excellent papers. The questionnaire and interview outline of school-based training for young teachers were developed in combination with the professional and developmental rules of young teachers. This paper makes a practical investigation and research on the school-based training activities of young teachers in S Middle School in Hunchun City. Through the questionnaire survey, in-depth interviews and field investigations, the problems of school-based training for young teachers are analyzed. This paper mainly uses the literature method, the investigation method and the interview method, from the training content, the training method. Training evaluation and other aspects of Hunchun S middle school young teachers school-based training investigation and analysis of the status of the following conclusions: first. The existing school-based training content of young teachers is not based on the actual problems of the school and the needs of young teachers. Young teachers can not get the ability and method to solve the practical problems of education and teaching, and the training content is mere form, which affects the training effect. Second, the training form lacks of innovation. It limits young teachers' innovation ability and divergent thinking, makes young teachers' participation enthusiasm low, does not make full use of university resources, and the training effect is greatly reduced. Thirdly, the evaluation system of training is not perfect. Only pay attention to the young teachers to participate in the evaluation of the results, lack of process and comprehensiveness. 4th, forced by the pressure to go to school and the impact of various activities, school leaders are powerless on the school-based training of young teachers. The degree of attention is not enough, the security system of training is not perfect. 5th, young teachers are facing the severe pressure of education, teaching and working life. In order to make the effect of school-based training of young teachers better, in view of the problems in the implementation process, the following suggestions are put forward: first, based on different needs. Development differences. According to the growth of young teachers there are differences, and provide targeted training content. Second, actively tap training resources, expand training channels, so that training forms rich and diverse. Third. Clear the responsibilities of the personnel in the training, establish leadership responsibility system. 4th, establish and improve the evaluation system of school-based training. 5th, the headmaster is the only legal representative of the school, but also an important responsibility for school-based training. It is necessary to give full play to the hierarchy of leadership responsibility system, do a good job of school-based training. 6th, in the transition period of young teachers' work and growth, schools should properly protect young teachers and reduce work pressure. Provide accurate help to young teachers.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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