本文選題：教師專(zhuān)業(yè)發(fā)展　切入點(diǎn)：影響因素　出處：《陜西師范大學(xué)》2007年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 教師職業(yè)不僅具有“育人”的職能，同時(shí)也具有高度的“育己”精神。只有教師具備高度的“育己”能力，才有可能更好地達(dá)到“育人”目的。 教育是一個(gè)復(fù)雜的系統(tǒng)工程。教師專(zhuān)業(yè)發(fā)展在教育這個(gè)系統(tǒng)中，，也就深受整體系統(tǒng)的影響。教師專(zhuān)業(yè)發(fā)展不是教師個(gè)體的事情，而是與教育系統(tǒng)緊密聯(lián)系的，深受復(fù)雜的教育系統(tǒng)中各種因素的影響和制約。如何使各種不利因素轉(zhuǎn)為有利因素，更好地促進(jìn)教師專(zhuān)業(yè)發(fā)展，使教師的“育己”精神和“育己”能力不斷豐富和提高，是本文研究的重點(diǎn)。教師專(zhuān)業(yè)發(fā)展是一個(gè)持續(xù)不斷的、復(fù)雜的動(dòng)態(tài)發(fā)展過(guò)程。隨著新課程改革的進(jìn)一步推行，教師專(zhuān)業(yè)發(fā)展已經(jīng)成為教師面臨的主要問(wèn)題之一。新課程改革在教育觀、課程觀、教師觀、學(xué)生觀等方面對(duì)教師提出了全新的要求，教師專(zhuān)業(yè)發(fā)展面臨著更多的來(lái)自?xún)?nèi)部和外部困難和障礙。了解教師專(zhuān)業(yè)發(fā)展現(xiàn)狀，探究影響教師專(zhuān)業(yè)發(fā)展因素是促進(jìn)教師專(zhuān)業(yè)發(fā)展的前提和依據(jù)。本文針對(duì)影響教師專(zhuān)業(yè)發(fā)展因素，形成促進(jìn)教師專(zhuān)業(yè)發(fā)展的策略。 本研究在參考大量有關(guān)教師專(zhuān)業(yè)發(fā)展的研究基礎(chǔ)上，通過(guò)文獻(xiàn)法、調(diào)查法、訪談法，了解教師專(zhuān)業(yè)發(fā)展的現(xiàn)狀，分析阻礙教師專(zhuān)業(yè)發(fā)展的各種影響因素，力求形成具有系統(tǒng)性、針對(duì)性和有效性的促進(jìn)教師專(zhuān)業(yè)發(fā)展的策略。 論文主要由四部分組成： 第一部分：引言。介紹本文研究的緣起；綜述影響教師專(zhuān)業(yè)發(fā)展的因素的研究現(xiàn)狀，得出教師專(zhuān)業(yè)發(fā)展研究雖取得了大量的成果，但研究尚不夠充分和深入，研究方法較為單調(diào)，教師的主體性尚未得到充分的重視和發(fā)揮；從理論和實(shí)踐的角度，分析研究影響教師專(zhuān)業(yè)發(fā)展因素和促進(jìn)教師專(zhuān)業(yè)發(fā)展的策略的意義，并簡(jiǎn)單介紹本研究的研究思路和研究方法。 第二部分：教師專(zhuān)業(yè)發(fā)展的內(nèi)涵和結(jié)構(gòu)。通過(guò)對(duì)教師專(zhuān)業(yè)發(fā)展研究的歷史回顧，首先介紹教師專(zhuān)業(yè)發(fā)展的相關(guān)概念：專(zhuān)業(yè)與專(zhuān)業(yè)化，教師專(zhuān)業(yè)化的特征；其次，得出教師專(zhuān)業(yè)發(fā)展的內(nèi)涵：教師專(zhuān)業(yè)發(fā)展是指在外部條件(包括教育制度、教師教育制度、教師管理和評(píng)價(jià)制度、教師文化和社會(huì)環(huán)境等)等的支持下，教師通過(guò)自身不斷地學(xué)習(xí)和努力，提高教育教學(xué)認(rèn)識(shí)，改進(jìn)教育教學(xué)實(shí)踐，促使其專(zhuān)業(yè)知能、專(zhuān)業(yè)情意、專(zhuān)業(yè)自我不斷發(fā)展和完善的過(guò)程；最后提出教師專(zhuān)業(yè)發(fā)展結(jié)構(gòu)由教師的專(zhuān)業(yè)知能、專(zhuān)業(yè)情意和專(zhuān)業(yè)自我三方面組成。 第三部分：影響教師專(zhuān)業(yè)發(fā)展的因素分析。通過(guò)自己的調(diào)查并參考其他學(xué)者的部分研究資料，分析了當(dāng)前教師專(zhuān)業(yè)發(fā)展現(xiàn)狀和影響教師專(zhuān)業(yè)發(fā)展的因素。教師的影響因素可以分為內(nèi)部影響因素和外部影響因素兩個(gè)方面：教師內(nèi)部因素表現(xiàn)為教師狹隘的功利主義教育觀；自我專(zhuān)業(yè)不自信，自我效能感低；教師對(duì)專(zhuān)業(yè)發(fā)展的認(rèn)識(shí)和理解。教師外部因素表現(xiàn)為：教師教育體制的落后；教師管理的集權(quán)制；教師評(píng)價(jià)的驅(qū)利性；教師專(zhuān)業(yè)發(fā)展理論與組織的不成熟；教師文化的封閉性；功利主義價(jià)值觀的影響。 第四部分：促進(jìn)教師專(zhuān)業(yè)發(fā)展的策略研究。分析了教師自我專(zhuān)業(yè)發(fā)展途徑及其外部影響因素的促進(jìn)策略。教師自我發(fā)展策略主要從教師自我專(zhuān)業(yè)發(fā)展觀念的轉(zhuǎn)變，教師自我實(shí)踐努力兩個(gè)層面進(jìn)行。外部促進(jìn)策略主要有以下方面：教師教育的整體化、個(gè)性化、實(shí)踐性；教師管理的民主性；教師評(píng)價(jià)的發(fā)展性；教師文化的開(kāi)放性；社會(huì)公眾對(duì)教師的關(guān)愛(ài)和理解。
[Abstract]:Teacher occupation not only has the function of educating people, but also has a high spirit of "self education". Only when teachers have a high degree of "self education" ability, can we better achieve the purpose of "educating people".
Education is a complicated system engineering. The professional development of teachers in the education system, so it must be influenced by the system. The professional development of teachers is not the teacher individual things, but closely related to the education system, influenced and restricted by the education system in the complex factors. How to make the various unfavorable factors into favorable the factors that promote the professional development of teachers, the teachers "nurtures oneself" and "nurtures oneself" ability to constantly enrich and improve, is the focus of this paper. Teacher professional development is a continuous, dynamic development process of complicated. With the further implementation of the new curriculum reform, teacher professional development has become one of the the main problem faced by teachers. The new curriculum reform in education concept, curriculum, teachers, students and other aspects of the new requirements for teachers, teachers' professional development is facing more and more From internal and external difficulties and obstacles, to understand the current situation of teachers' professional development and explore factors that influence teachers' professional development is the premise and basis for promoting teachers' professional development.
In this study, on the basis of reference to a large number of teacher professional development, through the literature method, survey method, interview method, the status quo of teachers' professional development, analysis of various influence factors hinder teachers' professional development, and strive to form a systematic, targeted and effective strategies to promote teachers' professional development.
The thesis consists of four parts:
The first part: introduction. Introduce the origin of this study; research status quo summary of factors affecting teachers' professional development, the professional development of teachers has made great achievements, but the research is inadequate, the research methods are monotonous, the teacher's subjectivity has not received adequate attention from the theory and practice of play; the angle of analysis to study the influencing factors of teachers' professional development and teachers' professional development strategy significance, and introduces the research ideas and research methods of this study.
The second part: the connotation and structure of teachers' professional development. By reviewing the history of research on teachers professional development, first introduced the concept of teacher professional development: professional and professional characteristics of teachers specialization; secondly, the connotation of teacher professional development, teacher professional development refers to the external conditions (including the education system. The system of teacher education, teacher management and evaluation system, teacher culture and social environment, etc.) under the support of teachers through their own continuous learning and efforts to improve education, improve education teaching practice, promote their professional knowledge, professional emotion, professional self development and improvement process; finally, the professional development of Teachers the structure by the teachers' professional knowledge, professional affection and professional self composed of three.
The third part: analysis of the influencing factors of teacher professional development. Through their own investigation and reference research data of other scholars, analyzes the factors of teachers' professional development status and influence the professional development of teachers at present. Influence factors of teachers can be divided into two aspects: internal factors and external influencing factors for the performance of teachers: Teachers' internal the narrow utilitarianism education; professional self confident, low self-efficacy; teachers' awareness and understanding of the professional development of teachers. The external factors are: teacher education system of teacher management is backward; centralization; profit drive theory and organization of teacher evaluation; teacher professional development is not mature; closed teacher culture; the value of utilitarianism.
The fourth part: the research on strategies to promote teachers' professional development. The analysis of the strategies to promote teachers' professional development way and the external factors. Teachers' self development strategy mainly from the transformation of teachers' professional development ideas, teachers' self practice efforts in two aspects. The external promotion strategy mainly in the following aspects: Overall, teacher education personalized, democratic practice; teacher management; developing teacher evaluation; open teacher culture; the public love and understanding of the teachers.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G451.1

【引證文獻(xiàn)】

相關(guān)期刊論文 前6條

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相關(guān)博士學(xué)位論文 前1條

1 岳娟娟;高校教師專(zhuān)業(yè)發(fā)展生態(tài)模型的研究[D];第三軍醫(yī)大學(xué);2013年

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