指向教師專業(yè)素養(yǎng)的教師研修課程研究
發(fā)布時(shí)間：2018-08-19 18:07
【摘要】：形成和提升教師專業(yè)素養(yǎng)是教師教育的核心任務(wù),其中在職教師研修成為提升教師專業(yè)素養(yǎng)的重要途徑。然而,當(dāng)前教師研修課程在滿足教師的實(shí)踐需求、順應(yīng)教師學(xué)習(xí)特點(diǎn)、提升教師研修實(shí)效等方面還存在問(wèn)題。因此,開(kāi)展指向教師專業(yè)素養(yǎng)的教師研修課程研究有助于創(chuàng)新教師研修課程的內(nèi)容與實(shí)施方式,促進(jìn)教師專業(yè)素養(yǎng)發(fā)展。本研究主要采用個(gè)案研究的方法,圍繞問(wèn)題開(kāi)展研究。以S市中小學(xué)(幼兒園)教材教法研修一體網(wǎng)絡(luò)課程建設(shè)項(xiàng)目為個(gè)案研究對(duì)象,對(duì)指向教師專業(yè)素養(yǎng)的教師研修課程目標(biāo)、內(nèi)容、實(shí)施、評(píng)價(jià)和課程保障機(jī)制等問(wèn)題進(jìn)行研究。本研究首先從理智取向、實(shí)踐反思取向、生態(tài)取向等教師專業(yè)發(fā)展的取向入手分析了教師專業(yè)素養(yǎng),確立了由學(xué)科教學(xué)知識(shí)、教學(xué)技能和實(shí)踐反思能力構(gòu)成的教師專業(yè)素養(yǎng)結(jié)構(gòu)。其中,學(xué)科教學(xué)知識(shí)主要包括學(xué)科知識(shí)、學(xué)生知識(shí)、課程知識(shí)與教學(xué)策略知識(shí);教學(xué)技能主要包括教學(xué)設(shè)計(jì)能力、組織實(shí)施能力以及作業(yè)設(shè)計(jì)與評(píng)價(jià)能力;實(shí)踐反思能力主要包括行動(dòng)后反思力與行動(dòng)中反思力。從自我指導(dǎo)學(xué)習(xí)理論、成人學(xué)習(xí)生活情境理論和嬗變學(xué)習(xí)理論三個(gè)方面探討了教師作為成人學(xué)習(xí)者的特點(diǎn),提出教師研修課程應(yīng)當(dāng)關(guān)注教師主動(dòng)學(xué)習(xí),應(yīng)當(dāng)以問(wèn)題情境為中心,應(yīng)當(dāng)關(guān)注教師合作與反思。從課程開(kāi)發(fā)目標(biāo)模式理論和課程共同體理論探討了教師研修課程的開(kāi)發(fā)機(jī)制與模式問(wèn)題。其次,通過(guò)對(duì)S市H區(qū)420名小學(xué)語(yǔ)文教師的問(wèn)卷調(diào)查,從實(shí)然的角度考察教師專業(yè)素養(yǎng)水平及其對(duì)教師研修課程的期望與需求。調(diào)查結(jié)果表明,當(dāng)前教師學(xué)科知識(shí)基礎(chǔ)并不堅(jiān)固,促進(jìn)學(xué)生有效學(xué)習(xí)的教學(xué)技能較為薄弱,教師反思缺乏對(duì)教學(xué)實(shí)踐情境的關(guān)照;實(shí)踐反思能力對(duì)教師專業(yè)素養(yǎng)提升有明顯作用;教師對(duì)解決教學(xué)實(shí)踐問(wèn)題的需求很強(qiáng)烈;教師研修課程的實(shí)踐性和互動(dòng)性不足。針對(duì)調(diào)查中發(fā)現(xiàn)的問(wèn)題,提出教師研修課程要進(jìn)一步關(guān)注教師專業(yè)素養(yǎng),關(guān)注成人學(xué)習(xí)需求與特點(diǎn),并用研修一體的方式開(kāi)發(fā)與實(shí)施課程。再次,基于理論探討和現(xiàn)狀調(diào)查,本研究以S市中小學(xué)(幼兒園)教材教法研修一體網(wǎng)絡(luò)課程建設(shè)項(xiàng)目為個(gè)案研究對(duì)象,探討指向教師專業(yè)素養(yǎng)的教師研修課程的目標(biāo),并設(shè)計(jì)與目標(biāo)相匹配的教師研修課程內(nèi)容體系;探索以成人學(xué)習(xí)理論為指導(dǎo),關(guān)注和順應(yīng)作為成人學(xué)習(xí)者的教師需求和學(xué)習(xí)特點(diǎn),以研修一體為特點(diǎn)的教師研修課程實(shí)施與評(píng)價(jià)方法,形成"現(xiàn)象思考、理論學(xué)習(xí)、案例分析和實(shí)踐反思"四個(gè)緊密關(guān)聯(lián)、層層深入的學(xué)習(xí)環(huán)節(jié)構(gòu)成的研修方式,形成指向教師改進(jìn)的多元學(xué)習(xí)評(píng)價(jià)方式。并從組織體系、制度保障、質(zhì)量控制三方面探討了教師研修課程開(kāi)發(fā)的保障機(jī)制,指出要推進(jìn)課程開(kāi)發(fā)的組織體系建設(shè),完善基于實(shí)踐和過(guò)程的課程審議制度和課程效果評(píng)價(jià)制度以及課程支持系統(tǒng),同時(shí)加強(qiáng)課程開(kāi)發(fā)的質(zhì)量控制。最后,通過(guò)研究,開(kāi)發(fā)了一批指向教師專業(yè)素養(yǎng)的研修課程,形成了以研修一體為特點(diǎn)的研修課程開(kāi)發(fā)方式,建立了較為有效的課程保障機(jī)制,所開(kāi)發(fā)的課程在一定程度上滿足了教師的需求。最后,本研究提出了教師研修課程開(kāi)發(fā)的五條建議:(1)應(yīng)進(jìn)一步明確教師專業(yè)素養(yǎng)結(jié)構(gòu);(2)須聚焦教學(xué)實(shí)踐問(wèn)題和教師需求;(3)應(yīng)將"研修一體"作為教師研修課程的實(shí)施路徑;(4)教師研修課程須采取多元評(píng)價(jià)方式;(5)應(yīng)建立并健全教師研修課程開(kāi)發(fā)保障機(jī)制。
[Abstract]:Forming and improving teachers'professional quality is the core task of teacher education, and in-service teacher training has become an important way to improve teachers' professional quality. However, there are still some problems in the current teacher training curriculum in meeting teachers'practical needs, adapting to teachers' learning characteristics, and improving the effectiveness of teacher training. The research on the professional quality of teachers'training course is helpful to innovate the content and implementation of the curriculum and promote the development of teachers' professional quality.This study mainly uses the method of case study to carry out research around the problem.Taking the construction project of the teaching materials and teaching methods of primary and secondary schools (kindergartens) in S city as the case study object, this paper aims at the direction. Teachers'professional qualities are studied in terms of curriculum objectives, contents, implementation, evaluation and curriculum guarantee mechanism. This study first analyzes teachers' professional qualities from the perspectives of rational orientation, practical reflection orientation, ecological orientation and other teachers'professional development orientations, and establishes the ability to reflect on subject teaching knowledge, teaching skills and practice. Among them, subject teaching knowledge mainly includes subject knowledge, student knowledge, course knowledge and teaching strategy knowledge; teaching skills mainly include teaching design ability, organization and implementation ability, homework design and evaluation ability; practical reflection ability mainly includes post-action reflection and action reflection. Self-directed learning theory, adult learning-life situation theory and transmutation learning theory discuss the characteristics of teachers as adult learners. Teachers should pay attention to teachers'active learning, take problem situation as the center, and pay attention to teachers' cooperation and reflection. Secondly, through a questionnaire survey of 420 primary school Chinese teachers in H District of S City, this paper examines teachers'professional accomplishment level and their expectations and demands for teachers' research courses from a practical point of view. The teaching skills of students'effective learning are relatively weak, and teachers' reflection is lack of concern for the teaching practice situation; practical reflection ability has obvious effect on teachers'professional accomplishment; teachers' demand for solving teaching practice problems is very strong; teachers'practice and interaction are insufficient. Further attention should be paid to teachers'professional qualities, adult learning needs and characteristics, and curriculum development and implementation should be carried out in an integrated way. Thirdly, based on theoretical discussion and current situation investigation, this study takes the construction project of teaching materials, teaching methods and research in one web-based curriculum for primary and secondary schools (kindergartens) in S city as a case study, and explores the direction for teachers. Teachers with professional qualities should study the objectives of the curriculum and design the content system of the curriculum that matches the objectives; explore the implementation and evaluation methods of the curriculum, which are guided by adult learning theory, concerned about and adapted to the needs and learning characteristics of adult learners and characterized by the integration of research and development, so as to form "phenomenal thinking, theory and so on." On Learning, Case Analysis and Practical Reflection, the "four closely related and in-depth learning links" form a multi-dimensional learning evaluation mode directed to teachers'improvement. This paper discusses the guarantee mechanism of teachers' research curriculum development from three aspects of organizational system, system guarantee and quality control, and points out that the organizational structure of curriculum development should be promoted. At the same time, the quality control of curriculum development should be strengthened. Finally, a number of training courses directed to teachers'professional qualities have been developed through the study, forming a research curriculum development mode featuring the integration of research and training, and establishing a comparison. Finally, five suggestions are put forward: (1) the structure of teachers'professional quality should be further clarified; (2) the problems of teaching practice and teachers' needs should be focused; (3) the integration of research and training should be regarded as a teacher's curriculum. The implementation path; (4) Teachers'training courses should adopt multiple evaluation methods; (5) The guarantee mechanism of teachers' training courses should be established and improved.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451
本文編號(hào)：2192421
[Abstract]:Forming and improving teachers'professional quality is the core task of teacher education, and in-service teacher training has become an important way to improve teachers' professional quality. However, there are still some problems in the current teacher training curriculum in meeting teachers'practical needs, adapting to teachers' learning characteristics, and improving the effectiveness of teacher training. The research on the professional quality of teachers'training course is helpful to innovate the content and implementation of the curriculum and promote the development of teachers' professional quality.This study mainly uses the method of case study to carry out research around the problem.Taking the construction project of the teaching materials and teaching methods of primary and secondary schools (kindergartens) in S city as the case study object, this paper aims at the direction. Teachers'professional qualities are studied in terms of curriculum objectives, contents, implementation, evaluation and curriculum guarantee mechanism. This study first analyzes teachers' professional qualities from the perspectives of rational orientation, practical reflection orientation, ecological orientation and other teachers'professional development orientations, and establishes the ability to reflect on subject teaching knowledge, teaching skills and practice. Among them, subject teaching knowledge mainly includes subject knowledge, student knowledge, course knowledge and teaching strategy knowledge; teaching skills mainly include teaching design ability, organization and implementation ability, homework design and evaluation ability; practical reflection ability mainly includes post-action reflection and action reflection. Self-directed learning theory, adult learning-life situation theory and transmutation learning theory discuss the characteristics of teachers as adult learners. Teachers should pay attention to teachers'active learning, take problem situation as the center, and pay attention to teachers' cooperation and reflection. Secondly, through a questionnaire survey of 420 primary school Chinese teachers in H District of S City, this paper examines teachers'professional accomplishment level and their expectations and demands for teachers' research courses from a practical point of view. The teaching skills of students'effective learning are relatively weak, and teachers' reflection is lack of concern for the teaching practice situation; practical reflection ability has obvious effect on teachers'professional accomplishment; teachers' demand for solving teaching practice problems is very strong; teachers'practice and interaction are insufficient. Further attention should be paid to teachers'professional qualities, adult learning needs and characteristics, and curriculum development and implementation should be carried out in an integrated way. Thirdly, based on theoretical discussion and current situation investigation, this study takes the construction project of teaching materials, teaching methods and research in one web-based curriculum for primary and secondary schools (kindergartens) in S city as a case study, and explores the direction for teachers. Teachers with professional qualities should study the objectives of the curriculum and design the content system of the curriculum that matches the objectives; explore the implementation and evaluation methods of the curriculum, which are guided by adult learning theory, concerned about and adapted to the needs and learning characteristics of adult learners and characterized by the integration of research and development, so as to form "phenomenal thinking, theory and so on." On Learning, Case Analysis and Practical Reflection, the "four closely related and in-depth learning links" form a multi-dimensional learning evaluation mode directed to teachers'improvement. This paper discusses the guarantee mechanism of teachers' research curriculum development from three aspects of organizational system, system guarantee and quality control, and points out that the organizational structure of curriculum development should be promoted. At the same time, the quality control of curriculum development should be strengthened. Finally, a number of training courses directed to teachers'professional qualities have been developed through the study, forming a research curriculum development mode featuring the integration of research and training, and establishing a comparison. Finally, five suggestions are put forward: (1) the structure of teachers'professional quality should be further clarified; (2) the problems of teaching practice and teachers' needs should be focused; (3) the integration of research and training should be regarded as a teacher's curriculum. The implementation path; (4) Teachers'training courses should adopt multiple evaluation methods; (5) The guarantee mechanism of teachers' training courses should be established and improved.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451
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