本文選題：教育實(shí)習(xí) + 實(shí)習(xí)指導(dǎo)教師�。� 參考：《東北師范大學(xué)》2012年碩士論文

【摘要】：隨著知識(shí)經(jīng)濟(jì)高速發(fā)展，國(guó)際競(jìng)爭(zhēng)日益激烈，課程改革不斷深化，綜合國(guó)力的競(jìng)爭(zhēng)是根本，人才的競(jìng)爭(zhēng)是關(guān)鍵。要想培養(yǎng)具有完備的基礎(chǔ)知識(shí)和基本技能的人才就必須高度重視教師教育。因此，越來越多的教育學(xué)者開始關(guān)注教育實(shí)習(xí)。教育實(shí)習(xí)是實(shí)現(xiàn)培養(yǎng)目標(biāo)必不可少的教學(xué)環(huán)節(jié)，是教學(xué)計(jì)劃中的重要組成部分。通過教育實(shí)習(xí)，可以使學(xué)生把知識(shí)綜合運(yùn)用于教育和教學(xué)實(shí)踐，以培養(yǎng)和鍛煉學(xué)生從事教育教學(xué)工作的能力。 在教育實(shí)習(xí)中有三類重要的參與人員，其中包括實(shí)習(xí)指導(dǎo)教師、實(shí)習(xí)教師和大學(xué)指導(dǎo)教師。在實(shí)習(xí)活動(dòng)中，這三者之間的關(guān)系如何恰當(dāng)?shù)靥幚黻P(guān)乎到教育實(shí)習(xí)的質(zhì)量。實(shí)習(xí)指導(dǎo)教師對(duì)實(shí)習(xí)教師有著舉足輕重的作用，可以說是直接影響實(shí)習(xí)教師的關(guān)鍵人物。 本文對(duì)實(shí)習(xí)指導(dǎo)教師的動(dòng)機(jī)與挑戰(zhàn)的調(diào)查研究分為四個(gè)部分： 第一部分是引言，從我國(guó)教師實(shí)習(xí)發(fā)展的現(xiàn)狀來提出問題，然后介紹本文的主要研究方法，包括文獻(xiàn)分析法、訪談法和觀察法，除此之外還有本文的理論價(jià)值和現(xiàn)實(shí)意義。 第二部分是核心概念與相關(guān)研究的梳理。首先是對(duì)教育實(shí)習(xí)和實(shí)習(xí)指導(dǎo)教師的概念界定。接下來介紹當(dāng)下中外幾種比較有代表性的教育實(shí)習(xí)模式。由于國(guó)內(nèi)對(duì)實(shí)習(xí)指導(dǎo)教師的研究甚少，因此筆者梳理了國(guó)外對(duì)實(shí)習(xí)指導(dǎo)工作意義和策略的研究，以及實(shí)習(xí)指導(dǎo)教師的相關(guān)研究。 第三部分為實(shí)習(xí)指導(dǎo)教師工作動(dòng)機(jī)與挑戰(zhàn)的調(diào)查。這一部分主要是結(jié)合訪談實(shí)錄對(duì)實(shí)習(xí)指導(dǎo)工作帶來的動(dòng)機(jī)作用和挑戰(zhàn)影響進(jìn)行敘述。實(shí)習(xí)指導(dǎo)工作帶來的動(dòng)機(jī)作用主要體現(xiàn)在自身專業(yè)成長(zhǎng)方面、人際關(guān)系方面、學(xué)生方面、外在刺激和鼓勵(lì)方面還有自身工作任務(wù)等方面。對(duì)于挑戰(zhàn)影響，筆者主要從政策方面、學(xué)校方面還有實(shí)習(xí)指導(dǎo)教師自身方面來研究。 最后一部分為鼓勵(lì)實(shí)習(xí)指導(dǎo)教師積極參與實(shí)習(xí)工作的建議和對(duì)策。筆者從國(guó)家層面，，學(xué)校層面還有教師自身層面來提出意見和建議。教育實(shí)習(xí)不應(yīng)該僅僅是師范院校的事，它需要整個(gè)教育系統(tǒng)的各類人員關(guān)注。教育行政部門從政策上給予保證，師范院校與中小學(xué)長(zhǎng)期合作，最大限度地調(diào)動(dòng)實(shí)習(xí)指導(dǎo)教師的積極性，進(jìn)而提高教育實(shí)習(xí)的質(zhì)量。
[Abstract]:With the rapid development of knowledge economy, the international competition is increasingly fierce, the curriculum reform is deepening, the competition of comprehensive national strength is the fundamental, the competition of talents is the key. In order to train the talents with complete basic knowledge and basic skills, we must attach great importance to teacher education. Therefore, more and more educational scholars begin to pay attention to educational practice. The teaching practice is the essential teaching link to realize the training goal and the important part of the teaching plan. Through educational practice, students can apply their knowledge to education and teaching practice comprehensively, so as to cultivate and train students' ability to engage in educational and teaching work. There are three kinds of important participants in educational practice, including intern instructor, intern teacher and university tutor. In the practice activities, how to deal with the relationship between the three is related to the quality of educational practice. Practice guidance teachers play an important role in practice teachers, and can be said to be the key figures directly affecting internship teachers. This paper is divided into four parts: the first part is the introduction, which puts forward the problems from the current situation of teacher practice development in China, and then introduces the main research methods of this paper. Including literature analysis, interview and observation, in addition to the theoretical value and practical significance of this paper. The second part is the combing of core concepts and related research. First of all, the concept of teaching practice and practice guidance teachers is defined. Then introduce several representative educational practice models at home and abroad. Because there are few researches on the practice guidance teachers in China, the author combs the research on the significance and strategy of the practice guidance work abroad, as well as the related research on the practice guidance teachers. The third part is the investigation of the motivations and challenges of practical guidance teachers. This part mainly narrates the influence of motivation and challenge brought by practice guidance. The motivational effects of practice guidance work are mainly reflected in their own professional growth, interpersonal relations, students, external stimulation and encouragement, as well as their own work tasks and so on. For the impact of the challenge, the author mainly from the policy, schools and practice guidance teachers themselves to study. The last part is the suggestions and countermeasures to encourage the practical teachers to participate actively in the practice. The author puts forward opinions and suggestions from national level, school level and teachers' own level. Teaching practice should not only be a normal school thing, it needs the attention of all kinds of personnel of the whole education system. The administrative department of education guarantees from the policy that teachers colleges and universities cooperate with primary and secondary schools for a long time to maximize the enthusiasm of practical guidance teachers and thus improve the quality of educational practice.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G655.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 溫習(xí)勇;對(duì)高師教育實(shí)習(xí)模式的評(píng)價(jià)[J];安康師專學(xué)報(bào);2001年03期

2 吳云;構(gòu)建定點(diǎn)分散、分階段、集中教育實(shí)習(xí)模式[J];巢湖學(xué)院學(xué)報(bào);2003年04期

3 彭志瓊;;數(shù)學(xué)教育專業(yè)教育實(shí)習(xí)問題與對(duì)策[J];四川文理學(xué)院學(xué)報(bào);2009年05期

4 謝培松;教育實(shí)習(xí)模式:類型、涵義與評(píng)價(jià)[J];湖南第一師范學(xué)報(bào);2005年03期

5 陳冀平;混合編隊(duì)教育實(shí)習(xí)模式探討[J];高等師范教育研究;2000年04期

6 朱元春;對(duì)高師教育實(shí)習(xí)管理模式的思考[J];高等師范教育研究;1995年05期

7 崔干行;教育實(shí)習(xí)指導(dǎo)工作存在的問題及指導(dǎo)教師素質(zhì)的提高[J];廣州師院學(xué)報(bào)(社會(huì)科學(xué)版);1999年12期

8 陳冀平;教育實(shí)習(xí)最佳模式探討——雜交、互補(bǔ)、共同發(fā)展[J];黑龍江高教研究;2000年02期

9 紀(jì)勇平;協(xié)作型教育實(shí)習(xí)模式探索[J];黑龍江高教研究;2004年09期

10 徐志偉;國(guó)外高師教育實(shí)習(xí)改革的主要經(jīng)驗(yàn)[J];黑龍江高教研究;1994年02期

相關(guān)碩士學(xué)位論文 前2條

1 余明遠(yuǎn);高等師范院校教育實(shí)習(xí)的問題與對(duì)策研究[D];西北師范大學(xué);2004年

2 郝欣;高師院校教育實(shí)習(xí)調(diào)查研究[D];東北師范大學(xué);2009年

本文編號(hào)：2072580