中学生物教师入职初期专业成长的现状和策略研究
发布时间：2019-03-15 13:54
【摘要】：随着新一轮基础教育课程改革的深入,提升教育质量成为了当前课改的重要工作,教师是提升教育质量的关键,而加强教师队伍建设则是提高教育质量重要的基础性工作之一。全国每年有大量的毕业生进入教师岗位,帮助入职初期的新手型教师迅速成长为熟手型教师是加强教师队伍建设的重要的工作,而在职培训则是入职初期的教师实现专业成长的重要途径。本论文通过阅读相关文献、对教师进行调查,从教师在职培训的角度对中学生物教师入职初期专业成长进行研究,主要研究内容包括以下几个部分:首先,运用文献法比较了中国与美国、日本的中学教师在职培训体系,美国的在职培训体系实现了教师在职培训,教师资格认证,在职培训机构认证、评估的有机结合,达到了激励教师参与在职培训、督促教师培训机构的发展的目的。在职培训的模式方面,美国创造了高校与中学平等合作的教师专业发展学校,使大学教授、中学在职教师、师范生组成了教学教研的共同体,弥补了在职培训中理论与实践分离的不足。日本初任教师的培训体系发展的较为成熟,有专门针对新任教师培训的初任教师研修制度,并对培训的目的、内容、对象、年间研究计划、指导计划、学科指导教师等做出了详细的规定。其次,利用问卷法对长沙市入职3年以内的中学生物教师进行了调查,了解其在职培训的现状及对在职培训反馈,包括在职培训对专业成长的帮助、在职培训存在的问题以及解决在职培训问题的建议,而后对有经验的中学生物教师,学校的管理者进行了访谈。调查显示,长沙市入职初期中学生物教师在职培训的普及率高,大部分教师参与在职培训的目的是提升教育教学实践能力、拓展学科知识、积累教育实践经验;入职初期的教师参与在职培训的途径主要是校本培训,而校本培训主要以师徒制的形式开展;多数教师认为校本培训对教学设计能力、课堂组织与管理能力的提升很大。由此可以看出,入职初期的教师大部分属于新手型教师,或是处在从新手型教师向熟手型教师过渡的阶段。研究发现当前的在职培训体系存在培训与教学日常工作难以兼顾;在职培训与教育教学实践缺乏联系;培训机构的设备不健全,难以满足教师培训的需求;部分教师还没有认识到参与在职培训,实现专业成长的必要性等问题。最后,本研究结合美国、日本在职培训的经验,针对问卷调查中教师反映的问题,结合教师们提出的建议,为完善中国中学教师在职培训体系,促进入职初期中学生物教师的专业成长提出了四条策略:(1)提升初任教师教学实施能力;(2)以教师为主体,优化培训内容和形式;(3)增强在职培训中教师的自主性;(4)完善教师专业成长激励机制。
[Abstract]:With the deepening of the new round of basic education curriculum reform, improving the quality of education has become an important work of the current curriculum reform, teachers are the key to improve the quality of education, and strengthening the construction of teachers is one of the important basic work to improve the quality of education. Every year, a large number of graduates enter the posts of teachers throughout the country. It is an important task to strengthen the construction of the teachers' team to help the newcomers become experienced teachers in the early days of entry. On-the-job training is an important way for teachers to realize professional growth. Through reading the relevant literature, this paper investigates teachers, and studies the professional growth of biology teachers in middle school from the perspective of on-the-job training. The main contents of the research include the following parts: first of all, This paper compares the on-the-job training system of middle school teachers between China and the United States and Japan, and the on-the-job training system of the United States realizes the organic combination of on-the-job training of teachers, certification of teachers' qualifications, certification of on-the-job training institutions, and evaluation. The purpose of encouraging teachers to participate in on-the-job training and supervising the development of teacher training institutions has been achieved. In terms of the model of on-the-job training, the United States has created a professional development school for teachers with equal cooperation between universities and middle schools, so that university professors, on-the-job teachers in middle schools, and normal students have formed a community of teaching, teaching and research. It makes up for the deficiency of the separation of theory and practice in on-the-job training. The training system for first-time teachers in Japan is relatively mature, and there is a training system for first-time teachers specifically aimed at the training of new teachers, and the purpose, content, object, year-to-year research plan, and guidance plan of the training. The discipline guidance teacher and so on have made the detailed stipulation. Secondly, the questionnaire method is used to investigate the biology teachers of middle schools who have been in Changsha for less than three years, to find out the current situation of on-the-job training and feedback to the on-the-job training, including the help of on-the-job training for professional development. The problems existing in on-the-job training and suggestions for solving on-the-job training problems were discussed, and then interviews were conducted with experienced biology teachers and school managers in middle schools. The investigation shows that the popularization rate of in-service training for biology teachers in middle schools is high in the early days of entry into employment in Changsha, and the purpose of most teachers participating in on-the-job training is to improve the practical ability of education and teaching, expand the knowledge of subjects and accumulate practical experience in education. The way for teachers to participate in on-the-job training is mainly school-based training, and school-based training is mainly carried out in the form of teacher-apprentice system, and most teachers think that school-based training improves greatly the ability of teaching design, classroom organization and management. It can be seen that most of the teachers in the initial period are new teachers, or they are in the stage of transition from newcomers to skilled teachers. It is found that the current on-the-job training system is difficult to give consideration to the daily work of training and teaching, the on-the-job training and teaching practice is lack of connection, the equipment of training institutions is not perfect, and it is difficult to meet the needs of teacher training. Some teachers have not realized the necessity of participating in on-the-job training and realizing professional growth. Finally, based on the experience of on-the-job training in the United States and Japan, this study aims to improve the on-the-job training system of middle school teachers in China, aiming at the problems reflected by teachers in the questionnaire survey and the suggestions put forward by teachers. Four strategies have been put forward to promote the professional growth of biology teachers in middle schools at the beginning of entry: (1) to improve the teaching and implementation ability of first-time teachers; (2) taking teachers as the main body, optimizing the contents and forms of training; (3) enhancing teachers' autonomy in on-the-job training; (4) perfecting the incentive mechanism of teachers' professional growth.
【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】：G633.91
本文编号：2440691
[Abstract]:With the deepening of the new round of basic education curriculum reform, improving the quality of education has become an important work of the current curriculum reform, teachers are the key to improve the quality of education, and strengthening the construction of teachers is one of the important basic work to improve the quality of education. Every year, a large number of graduates enter the posts of teachers throughout the country. It is an important task to strengthen the construction of the teachers' team to help the newcomers become experienced teachers in the early days of entry. On-the-job training is an important way for teachers to realize professional growth. Through reading the relevant literature, this paper investigates teachers, and studies the professional growth of biology teachers in middle school from the perspective of on-the-job training. The main contents of the research include the following parts: first of all, This paper compares the on-the-job training system of middle school teachers between China and the United States and Japan, and the on-the-job training system of the United States realizes the organic combination of on-the-job training of teachers, certification of teachers' qualifications, certification of on-the-job training institutions, and evaluation. The purpose of encouraging teachers to participate in on-the-job training and supervising the development of teacher training institutions has been achieved. In terms of the model of on-the-job training, the United States has created a professional development school for teachers with equal cooperation between universities and middle schools, so that university professors, on-the-job teachers in middle schools, and normal students have formed a community of teaching, teaching and research. It makes up for the deficiency of the separation of theory and practice in on-the-job training. The training system for first-time teachers in Japan is relatively mature, and there is a training system for first-time teachers specifically aimed at the training of new teachers, and the purpose, content, object, year-to-year research plan, and guidance plan of the training. The discipline guidance teacher and so on have made the detailed stipulation. Secondly, the questionnaire method is used to investigate the biology teachers of middle schools who have been in Changsha for less than three years, to find out the current situation of on-the-job training and feedback to the on-the-job training, including the help of on-the-job training for professional development. The problems existing in on-the-job training and suggestions for solving on-the-job training problems were discussed, and then interviews were conducted with experienced biology teachers and school managers in middle schools. The investigation shows that the popularization rate of in-service training for biology teachers in middle schools is high in the early days of entry into employment in Changsha, and the purpose of most teachers participating in on-the-job training is to improve the practical ability of education and teaching, expand the knowledge of subjects and accumulate practical experience in education. The way for teachers to participate in on-the-job training is mainly school-based training, and school-based training is mainly carried out in the form of teacher-apprentice system, and most teachers think that school-based training improves greatly the ability of teaching design, classroom organization and management. It can be seen that most of the teachers in the initial period are new teachers, or they are in the stage of transition from newcomers to skilled teachers. It is found that the current on-the-job training system is difficult to give consideration to the daily work of training and teaching, the on-the-job training and teaching practice is lack of connection, the equipment of training institutions is not perfect, and it is difficult to meet the needs of teacher training. Some teachers have not realized the necessity of participating in on-the-job training and realizing professional growth. Finally, based on the experience of on-the-job training in the United States and Japan, this study aims to improve the on-the-job training system of middle school teachers in China, aiming at the problems reflected by teachers in the questionnaire survey and the suggestions put forward by teachers. Four strategies have been put forward to promote the professional growth of biology teachers in middle schools at the beginning of entry: (1) to improve the teaching and implementation ability of first-time teachers; (2) taking teachers as the main body, optimizing the contents and forms of training; (3) enhancing teachers' autonomy in on-the-job training; (4) perfecting the incentive mechanism of teachers' professional growth.
【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】：G633.91
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