發(fā)布時間：2018-11-24 14:58

【摘要】：對教師專業(yè)發(fā)展的研究在過去的二十年中迅猛的開展起來。人們逐漸認識到教師專業(yè)發(fā)展的重要性。在中國，教師的專業(yè)能力被認為是素質(zhì)教育的關(guān)鍵之所在。眾所周知教師是作為人而存在的，而人本身是一種社會的文化的存在，是文化使得人們以某種方式說話和行動的。這篇論文的目的是去理解，位于中國云南的ABC師范高等專科學校(簡稱ABC師專)里，消極的學校文化對教師專業(yè)發(fā)展的影響。確切地說，這項研究主要回答以下三個問題：(1)在ABC師專的學校文化中，教師的機構(gòu)生活呈現(xiàn)何種面貌?(2)在ABC師專，是什么原因致使教師的機構(gòu)生活呈現(xiàn)此面貌的?(3)學校的消極文化是怎樣通過教師的機構(gòu)生活影響教師的專業(yè)發(fā)展的? 這項在ABC師專里進行的研究是通過敘事性研究(故事講述研究)來展開的。所敘述的故事主要來自對教師的采訪和ABC師專的規(guī)章制度。其中一個故事來自ABC師專英語系的會議錄音。 這項研究基于以下理論框架：(1)教師發(fā)展理論，主要是體現(xiàn)在教師發(fā)展的特征之中，他們強調(diào)建構(gòu)主義、合作學習、社會文化學習和社會學習理論等方面。(2)組織文化和學校文化影響的相關(guān)理論。(3)研究還基于這樣的一個假設(shè)：故事是一種管理。這項研究試圖去理解ABC師專消極的學校文化是怎樣通過教師的機構(gòu)生活影響教師的專業(yè)發(fā)展的。 通過研究，我們發(fā)現(xiàn)，在ABC師專里，，教師的機構(gòu)生活在消極的學校文化中呈現(xiàn)如下面貌：職業(yè)倦怠捆擾著教師的生活；科層式的管理占統(tǒng)治地位；在管理中缺乏充分的民主和公平；沒有專業(yè)學習共同體。職業(yè)倦怠的原因分析主要通過Hobfoll的COR資源保存理論(Conservation-of-Resources)、學校(組織)文化理論和Gist Mitchell，Judge，Erez， Bono的主觀評價和核心自我評價理論(subjective appraisals and core self-evaluations theory)對消極學校文化的管理作用進行分析；學校占統(tǒng)治地位的科層式管理以及在管理上缺乏充分的民主和平等主要用學校(組織)文化和社會科層管理理論中的相關(guān)理論對消極的學校文化的控
[Abstract]:The research on teachers' professional development has been carried out rapidly in the past two decades. People have come to realize the importance of teachers' professional development. In China, teachers' professional ability is regarded as the key to quality education. It is well known that teachers exist as human beings, and human beings are the existence of a kind of social culture, which makes people speak and act in some way. The purpose of this paper is to understand the influence of negative school culture on teachers' professional development in ABC Teachers College (ABC Teachers College) in Yunnan, China. To be exact, this study mainly answers the following three questions: (1) in the school culture of the ABC Teachers College, what is the appearance of the teacher's institutional life? (2) in the ABC Teachers College, What causes teachers' institutional life to take on such a look? (3) how does the negative culture of school affect teachers' professional development through teachers' institutional life? The study at ABC Teachers College was carried out through narrative research. The stories are mainly from interviews with teachers and the rules and regulations of ABC Teachers College. One of the stories is recorded from the English Department of ABC Teachers College. This research is based on the following theoretical framework: (1) the theory of teacher development is mainly embodied in the characteristics of teacher development. They emphasize constructivism and cooperative learning. The theory of sociocultural learning and social learning. (2) the relevant theories of the influence of organizational culture and school culture. (3) the study is also based on the hypothesis that the story is a kind of management. This study attempts to understand how the negative school culture of ABC Teachers College influences the professional development of teachers through their institutional life. Through research, we find that in ABC Teachers College, teachers' institutional life in the negative school culture presents the following features: job burnout disturbs teachers' life; Lack of full democracy and fairness in management; no professional learning community. The cause Analysis of Job Burnout mainly through Hobfoll's COR Resource Conservation Theory (Conservation-of-Resources), School (organizational) Culture Theory and Gist Mitchell,Judge,Erez, Bono's subjective evaluation and core self-evaluation theory (subjective appraisals and core self-evaluations theory) are used to analyze the management function of negative school culture. The dominant branch management of schools and the lack of sufficient democracy and equality in management mainly use the relevant theories of school culture and social management theory to control the negative school culture.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G471

【引證文獻】

相關(guān)碩士學位論文 前2條

1 丁月;文化管理視閾下的我國大學管理變革研究[D];廣西師范學院;2011年

2 戴加成;南菁中學學校文化建設(shè)研究[D];江蘇師范大學;2012年

本文編號：2354155