教师教学自主权问题初探
发布时间：2018-11-19 16:32
【摘要】：凡专业人员均具有专业自主权。教师作为准专业人员,同样拥有专业自主权。教学自主权作为专业自主权的一种,对促进教师专业成长、提高教学质量,均具有十分重要的意义与价值。然而,现实中,教师的教学自主权常常得不到有效的保障,或者存在被误用的情况。因此,如何切实维护教师的教学自主权,防止其滥用,便成为广大中小学教师不得不直面的一个难题。本文聚焦于中小学教师教学自主权的维护与合理运用。为了探讨这一中心主题,论文首先对教师教学自主权的概念、范围与边界进行了界定,接着探讨了教师拥有教学自主权的内在依据与意义。为了验证中小学教师在行使教学自主权方面存在的缺失,作者选择某县三所中学,运用个别访谈法,对教师教学自主权运用的现状进行了实证调查。调查表明。中小学教师在拥有和运用教学自主权方面的确存在欠缺。针对这种普遍存在的问题,论文对影响教师教学自主权运用的诸多因素进行了剖析,在此基础上,针对教师教学自主权的维护和合理运用问题提出了相应的对策与建议。论文研究认为,教师的教学自主权是由于教师劳动本身的复杂性所决定的,它构成了教师专业伦理的基本内核,是社会赋予教师团体法定的工作权利,是教师享有职业尊严的内在源泉,也是促进教师专业发展的必然要求。教师享有教学自主权的程度,主要与历史文化传统、工业生产方式、科层制管理、教师团体的专业化程度、教师的个性特征有关。若要维护和正确运用教师的教学自主权,就必须正确认识教师职业劳动的特殊性,切实提升教师行业整体的专业水准,辩证看待教师培训的规范化与个性化;营造适合教师自主发展的人文环境,倡导学、研、做一体化的职业生活方式,构建同伴互助交流的专业学习共同体。
[Abstract]:All professionals have professional autonomy. Teachers, as quasi-professionals, also have professional autonomy. As a kind of professional autonomy, teaching autonomy is of great significance and value in promoting teachers' professional growth and improving teaching quality. However, in reality, teachers' autonomy in teaching is often not effectively guaranteed or misused. Therefore, how to protect teachers' teaching autonomy and prevent their abuse has become a difficult problem that teachers in primary and secondary schools have to face. This paper focuses on the maintenance and rational application of teachers' teaching autonomy in primary and secondary schools. In order to discuss this central theme, the paper first defines the concept, scope and boundary of teachers' autonomy in teaching, and then probes into the intrinsic basis and significance of teachers' ownership of autonomy in teaching. In order to verify the deficiency of primary and middle school teachers in exercising their teaching autonomy, the author chooses three middle schools in a county and makes an empirical investigation on the present situation of teachers' teaching autonomy by using individual interview method. The investigation showed that. Teachers in primary and secondary schools in the ownership and use of teaching autonomy does not exist. In view of this universal problem, the paper analyzes many factors that affect teachers' teaching autonomy, and puts forward corresponding countermeasures and suggestions for the maintenance and rational application of teachers' teaching autonomy. The paper holds that teachers' autonomy in teaching is determined by the complexity of teachers' labor itself, which constitutes the basic core of teachers' professional ethics and is a statutory right given by society to teachers' groups. It is the inherent source of teachers' professional dignity and the inevitable requirement of promoting teachers' professional development. The degree of teachers' autonomy in teaching is mainly related to the historical and cultural tradition, industrial production mode, the management of hierarchy system, the specialization of teachers' groups, and the characteristics of teachers' personality. If we want to maintain and correctly use teachers' autonomy in teaching, we must correctly understand the particularity of teachers' professional work, improve the professional standard of teachers' profession as a whole, and treat the standardization and individuation of teacher training dialectically. To create a humanistic environment suitable for teachers' independent development, to advocate the integration of study, research, and professional life style, and to build a professional learning community for peer mutual assistance and exchange.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0
本文编号：2342840
[Abstract]:All professionals have professional autonomy. Teachers, as quasi-professionals, also have professional autonomy. As a kind of professional autonomy, teaching autonomy is of great significance and value in promoting teachers' professional growth and improving teaching quality. However, in reality, teachers' autonomy in teaching is often not effectively guaranteed or misused. Therefore, how to protect teachers' teaching autonomy and prevent their abuse has become a difficult problem that teachers in primary and secondary schools have to face. This paper focuses on the maintenance and rational application of teachers' teaching autonomy in primary and secondary schools. In order to discuss this central theme, the paper first defines the concept, scope and boundary of teachers' autonomy in teaching, and then probes into the intrinsic basis and significance of teachers' ownership of autonomy in teaching. In order to verify the deficiency of primary and middle school teachers in exercising their teaching autonomy, the author chooses three middle schools in a county and makes an empirical investigation on the present situation of teachers' teaching autonomy by using individual interview method. The investigation showed that. Teachers in primary and secondary schools in the ownership and use of teaching autonomy does not exist. In view of this universal problem, the paper analyzes many factors that affect teachers' teaching autonomy, and puts forward corresponding countermeasures and suggestions for the maintenance and rational application of teachers' teaching autonomy. The paper holds that teachers' autonomy in teaching is determined by the complexity of teachers' labor itself, which constitutes the basic core of teachers' professional ethics and is a statutory right given by society to teachers' groups. It is the inherent source of teachers' professional dignity and the inevitable requirement of promoting teachers' professional development. The degree of teachers' autonomy in teaching is mainly related to the historical and cultural tradition, industrial production mode, the management of hierarchy system, the specialization of teachers' groups, and the characteristics of teachers' personality. If we want to maintain and correctly use teachers' autonomy in teaching, we must correctly understand the particularity of teachers' professional work, improve the professional standard of teachers' profession as a whole, and treat the standardization and individuation of teacher training dialectically. To create a humanistic environment suitable for teachers' independent development, to advocate the integration of study, research, and professional life style, and to build a professional learning community for peer mutual assistance and exchange.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.0
【参考文献】
相关期刊论文 前10条
1 蔡连玉;刘杨;苏鑫;;个体领导力及其培养——顾明远先生访谈录[J];高校教育管理;2016年05期
2 李洪修;潘婉茹;;新课程背景下教学自主权的内涵及实现[J];东北师大学报(哲学社会科学版);2015年01期
3 崔允o7;王少非;;教师专业发展即专业实践的改善[J];教育研究;2014年09期
4 贾汇亮;;教师教学自主权的缺失及保障[J];课程.教材.教法;2014年08期
5 夏正江;;中学教师职前培养的课程逻辑[J];教育研究;2014年06期
6 龙耀;;论教育行政权力的边界——基于中国教育行政化问题的研究[J];教育学术月刊;2011年06期
7 高芳yN;;幼儿园教师教学自主权的现状与影响因素研究[J];幼儿教育;2009年18期
8 姚计海;;教学自主:教师专业发展的动力[J];中国教育学刊;2009年06期
9 褚宏启;;我国基础教育行政管理体制改革30年简评[J];中小学管理;2008年11期
10 孔凡哲;史宁中;;教师使用教科书的过程分析与水平测定[J];上海教育科研;2008年03期
相关硕士学位论文 前1条
1 李明菊;论教师的教学自主权[D];山东师范大学;2011年
，本文编号：2342840
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2342840.html
