中小学教师的自主探究与新生活建构

发布时间：2018-03-06 13:42

本文选题：硕士层次教师　切入点：自主探究教育问题　出处：《湖南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：中小学教师生活划分为三个层级的常态生活:倦怠被动的前自主探究生活、基于专业发展的自主探究生活和基于生命发展的自主探究生活。当前,广大中小学教师处于倦怠被动的生存状态,担任着“教书匠”的角色,其熟视无睹地看待教育问题,极少自主地探究教育问题,以致其停滞专业发展,迷失主体性。这就需要中小学教师超越当下生活状态,追求一种自主探索教育问题的新的生存状态。而自主探究教育问题对教师专业发展以及生命发展有着特定意义。如何从教师自主探究教育问题的新的生活范式下审视教师专业发展与生命发展为教师发展提供了一个新的着眼点。本论文选取具有硕士层次的中小学教师和其他一线教师作为研究对象,主要运用问卷调查法、访谈法和观察法,从教师探索教育问题的现有状态、方式、所需的支撑条件与期望四个方面探究中小学教师常态生活的层级、特点和中小学教师走向新生活的特征,从中发现教师当下生活的困境,并能开展针对性地改进与完善。并从这四个方面进行比较分析,探究硕士层次教师如何先行建构新的生活来推进自身专业发展与生命发展,从而为中小学教师走向新生活提供示范。研究发现,硕士层次教师和其他一线中小学教师自主探究教育问题的状态与方式存在显著差异,双方的生活样式也有一定差异。相比较而言,硕士层次的教师具有先进的教育理念,更为深厚的理论基础和理论学习意愿,同时,具备探究教育问题的意识与执行能力,其积极践行教研教学,自觉组建或参与教研共同体,并以自主探究教育问题为基点逐步实现自身专业发展与生命发展。并且,通过对中小学教师工作境域——学校提供探究教育问题的支撑性条件状况的调查,发现中小学教师探究教育问题面临着以下困境:书籍资源匮乏;时间精力耗竭;经费支持与奖励的力度低;校内外合作机制欠缺等。鉴于此,学校可从下述二个方面进行完善,以推进教师走向新生活:第一,校长树立“自主探究与生命发展”的教师观;第二,学校创建自主探究与生命发展的机制。
[Abstract]:The life of primary and secondary school teachers is divided into three levels of normal life: passive pre-inquiry life, self-inquiry life based on professional development and self-inquiry life based on life development. The majority of primary and secondary school teachers are in a state of burnout and passive existence, playing the role of "teaching craftsman". They treat education problems in a blind eye, and rarely probe into education problems autonomously, resulting in their stagnation of professional development. Losing subjectivity. This requires primary and secondary school teachers to transcend the current state of life, To pursue a new living state of independent inquiry education, which is of special significance to teachers' professional development and life development. Under the new life paradigm of teachers' independent inquiry education. Examining teachers' professional development and life development provides a new starting point for teachers' development. This paper selects primary and secondary school teachers with master's level and other front-line teachers as the research objects. Mainly using questionnaire, interview and observation, this paper explores the levels of normal life of primary and secondary school teachers from four aspects: the current state, the way, the necessary supporting conditions and the expectation of teachers' exploration of educational problems. Characteristics and the characteristics of primary and secondary school teachers towards a new life, from which we can find out the plight of teachers' current life, and can carry out targeted improvement and improvement. And from these four aspects of comparative analysis, This paper explores how teachers at master level construct new life in advance to promote their own professional development and life development, thus providing a model for primary and secondary school teachers to move towards a new life. There are significant differences in the state and mode of self-inquiry education between teachers at master level and other primary and secondary school teachers, as well as some differences in life styles between the two sides. In comparison, teachers at master level have advanced educational concepts. More profound theoretical basis and theoretical learning will, at the same time, have the awareness and implementation ability to explore educational issues, actively practice teaching and research, consciously set up or participate in teaching and research community, And gradually realize their own professional development and life development on the basis of self-inquiry education. And through the investigation of the condition that primary and secondary school provides the supporting condition of inquiry education, It is found that teachers in primary and secondary schools face the following difficulties in exploring education: lack of book resources; exhaustion of time and energy; low level of financial support and reward; lack of cooperation mechanism in and out of school; etc. In view of this, schools can be perfected from the following two aspects. In order to promote teachers to move into a new life: first, the principal sets up the teacher view of "independent inquiry and life development"; second, the school establishes the mechanism of independent inquiry and life development.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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