【摘要】：未來國家的發(fā)展將決定于以人才為核心的國家綜合競爭力。這就需要國家提高教育質(zhì)量，培養(yǎng)出符合時代標準的新型人才。作為我國培養(yǎng)高素質(zhì)人才的主要基地，高師院校將面臨更多的機遇和挑戰(zhàn)。高師院校需要更新教育理念，加速教育改革進程，通過全面提升學生的專業(yè)知識和能力水平，來培養(yǎng)出更多更好的優(yōu)秀教育人才，，在新課程改革的背景下，進一步推動我國基礎教育事業(yè)蓬勃健康的發(fā)展，從而為社會培養(yǎng)出越來越多的合格人才，為社會主義建設做出更大的貢獻。 本文通過文獻研究，歸納出教師的知識水平包括人文知識、教育學知識、專業(yè)知識三個方面；教師的能力水平包括基本能力、教學能力、科研創(chuàng)新能力三個方面。在此基礎上對高師院校生物專業(yè)本科生入職準備階段的知識與能力水平進行研究。 本文主要采用的是問卷調(diào)查法和訪談法，以兩所國家重點師范大學生物專業(yè)的大學四年級學生為調(diào)查對象，從上述六個方面對其知識與能力水平展開調(diào)查。通過對調(diào)查結果的分析和總結，發(fā)現(xiàn)問題與不足，并對高師院校生物專業(yè)的課程設置和學生自身的職業(yè)發(fā)展提出有針對性的改進建議，以期為推進高師院校生物專業(yè)課程改革、提高生物教師培養(yǎng)質(zhì)量提供助力。 通過研究，本文得出如下結論：（一）高師院校生物專業(yè)本科生入職準備階段的的從教意愿并不強烈，但就業(yè)意向比較明確；學生的價值取向整體積極向上。（二）知識水平方面：人文知識水平較高；教育學知識水平一般，缺乏主動學習知識的意識；專業(yè)知識水平較好，但對初高中生物課程的知識掌握有限。（三）能力水平方面：普通話、英語、計算機等基本能力處于較高水平；教學能力處于中等水平，運用現(xiàn)代科技手段輔助教學的能力較差，普遍缺少教學實踐經(jīng)歷；科研創(chuàng)新能力處于較高水平。（四）知識與能力水平在性別和專業(yè)上存在一定差異。 基于以上結論，本文提出以下建議：（一）高師院校需要調(diào)整生物專業(yè)培養(yǎng)目標；更新生物專業(yè)課程設計體系；強化教育實踐。（二）高師院校生物專業(yè)本科生需要堅定從教信念；加強對生物學科基礎教育的認識；培養(yǎng)教師自我專業(yè)發(fā)展的理念。
[Abstract]:The development of the country in the future will depend on the comprehensive competitiveness of the country with talent as the core. This requires the country to improve the quality of education, to cultivate new talent in line with the standards of the times. As the main base of cultivating high-quality talents in our country, normal universities will face more opportunities and challenges. Teachers colleges and universities need to renew their educational concepts, speed up the process of educational reform, and train more and better outstanding educational talents by comprehensively improving the students' professional knowledge and ability, in the context of the new curriculum reform, To further promote the vigorous and healthy development of the cause of basic education in China, so as to cultivate more and more qualified personnel for the society, and make greater contributions to the socialist construction. Through literature research, this paper concludes that teachers' knowledge level includes humanities knowledge, pedagogy knowledge and professional knowledge, and teachers' ability level includes three aspects: basic ability, teaching ability and scientific research innovation ability. On this basis, the knowledge and ability of biology undergraduates in normal universities are studied. This paper mainly adopts the method of questionnaire and interview, taking the senior students of biology major in two national key normal universities as the objects of investigation, and carries out an investigation on their knowledge and ability level from the above six aspects. Through the analysis and summary of the investigation results, the author finds out the problems and shortcomings, and puts forward some suggestions to improve the curriculum design of biology major and the professional development of students in normal colleges, in order to promote the curriculum reform of biology major in normal colleges and universities. Improve the quality of biology teachers to provide assistance. Through the research, this paper draws the following conclusions: (1) the intention of teaching is not strong, but the intention of employment is relatively clear, and the value orientation of students is positive as a whole. (2) knowledge level: the level of humanistic knowledge is high; the level of pedagogy knowledge is general, and the consciousness of active learning knowledge is lacking; the level of professional knowledge is better, but the knowledge of biology course in middle and high school is limited. (3) ability level: the basic abilities such as Putonghua, English and computer are at a high level, teaching ability is at a medium level, the ability to assist teaching by means of modern science and technology is poor, and there is a general lack of teaching practice experience. The ability of scientific research and innovation is at a high level. (4) the level of knowledge and ability is different in gender and specialty. Based on the above conclusions, this paper puts forward the following suggestions: (1) normal universities need to adjust the training objectives of biology major, renew the curriculum design system of biology specialty, and strengthen educational practice. (2) the undergraduates of biology major in normal universities should strengthen their belief in teaching, strengthen their understanding of basic education of biology, and cultivate the idea of teachers' self-professional development.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：Q-4;G652

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