乡村中学初任教师专业成长途径的个案研究

发布时间：2018-06-05 05:28

本文选题：初任教师 + 乡村中学　；参考：《河北师范大学》2017年硕士论文

【摘要】：教师专业成长是促进教育公平,提高教育质量的重要举措,它也是发展教育事业、培养教师人才的政策之一。初任教师作为教师队伍中的新鲜血液,促进其专业成长,实现其专业发展,不仅是初任教师的自我要求,更是繁荣教育事业的需求。乡村教育作为国民教育中的重要组成部分,关系到乡村乃至国家的整体发展。而乡村中学教育作为乡村教育中承上启下的关键环节,尤其对学生的未来发展有着深刻的影响。教师作为教育过程中的主要实施者,在乡村中学教育阶段起到了关键性作用。目前,乡村中学教师队伍中初任教师的数量逐年增多,大批优秀青年教师纷纷投身到乡村,为乡村教育做贡献。但是乡村中学初任教师在步入新的工作岗位后要往往需要一段较长的适应期,因此,学校应及时地为其提供帮助与支持,以促进其专业发展和尽快的适应教学环境。为帮助乡村中学初任教师更快的成长,实现其专业发展,专业有效的成长途径是关键所在。因此,必须对该途径的实施进行深入的研究。本文首先采用文献法详细地梳理了初任教师专业成长的相关理论,了解到国内外的研究现状。其次选取三名处于不同发展阶段的乡村中学初任教师,并通过访谈法与个案研究法对其专业成长途径的经历进行全方位解析,从中发现问题得出结论,提出改进乡村中学初任教师专业成长途径的策略。全文分为五个部分:绪论部分主要阐述了问题的提出、研究意义、核心概念界定、国内外相关文献综述、研究思路与方法以及研究的难点与创新点等。第一章介绍初任教师专业成长的理论依据。在教师职业生涯理论中,详细介绍了休伯曼的教师职业生命周期论和叶澜的教师成长阶段理论。从问题解决、教师效能感以及教学行为三个方面对专家教师与新手教师进行了心理学层面的比较研究。第二章主要为乡村中学初任教师专业成长途径的个案分析。阐述三名乡村中学初任教师专业成长途径的案例,对新入职教师——高老师与熟练型初任教师——张老师、叶老师在专业成长中的经历进行详细介绍。第三章系统总结了现阶段乡村中学初任教师的专业成长的主要途径,包括听评课、师徒制、校本研训和在职培训四种。本章则结合案例具体有效地分析了四种途径对促进乡村中学初任教师专业成长的积极意义以及不同途径在教学实践中存在的问题。第四章提出乡村中学初任教师专业成长途径的对策。本章主要针对听评课、师徒制、校本研训和在职培训四种初任教师专业成长途径在实施过程中的问题给出针对性建议。
[Abstract]:The professional growth of teachers is an important measure to promote educational fairness and improve the quality of education. It is also one of the policies for the development of educational undertakings and the cultivation of teachers' talents. As the fresh blood of the teachers, it is not only the self-requirement of the newly appointed teachers to promote their professional growth and realize their professional development, but also the need for the prosperity of education. As an important part of national education, rural education relates to the overall development of the country and even the country. As a key link of rural education, rural middle school education has a profound impact on the future development of students. Teachers, as the main implementers in the process of education, play a key role in the stage of rural middle school education. At present, the number of new teachers in rural middle school teachers has increased year by year, and a large number of outstanding young teachers have joined the countryside to contribute to rural education. However, the new teachers in rural middle schools often need a long period of adaptation after entering new jobs. Therefore, schools should provide help and support in time to promote their professional development and adapt to the teaching environment as soon as possible. In order to help the rural middle school teachers to grow faster and realize their professional development, the key is the effective professional growth. Therefore, the implementation of this approach must be deeply studied. In this paper, the literature method is used to sort out the relevant theories of the professional growth of the new teachers in detail, and to understand the current research situation at home and abroad. Secondly, three new rural middle school teachers who are in different stages of development are selected, and the experience of their professional growth path is analyzed in all directions through interview and case study, from which the conclusions are drawn. This paper puts forward the strategies to improve the professional growth of the new teachers in rural middle schools. The full text is divided into five parts: the introduction part mainly elaborated the question raising, the research significance, the core concept definition, the domestic and foreign related literature review, the research thought and the method as well as the research difficulty and the innovation point and so on. The first chapter introduces the theoretical basis for the professional growth of new teachers. In the theory of teacher's career, Huberman's theory of teacher's career life cycle and Ye Lan's theory of teacher's growth stage are introduced in detail. This paper makes a comparative study on the psychological aspects of expert teachers and novice teachers from the aspects of problem solving, teachers' efficacy and teaching behavior. The second chapter is a case study of the professional growth of the new teachers in rural middle schools. This paper expounds the cases of the professional growth of three newly appointed teachers in rural middle schools, and introduces in detail the experiences of new teachers-Gao teachers and skilled new teachers-Zhang teachers and Ye teachers in the process of professional growth. The third chapter systematically summarizes the main ways of professional growth of the new teachers in rural middle schools at present, including listening and evaluating classes, teacher-apprenticeship system, school-based research and training and on-the-job training. This chapter analyzes the positive significance of four ways to promote the professional growth of rural middle school teachers and the problems of different ways in teaching practice. The fourth chapter puts forward the countermeasures of the professional growth of the new teachers in rural middle schools. This chapter mainly aims at four kinds of new teachers' professional growth ways, such as listening and evaluating lessons, teacher-apprenticeship system, school-based training and on-the-job training, and gives some specific suggestions in the process of implementation.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G635.1

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