中等職業(yè)學(xué)校教師專業(yè)自主發(fā)展存在的問題及對策研究
發(fā)布時間：2018-11-14 09:12
【摘要】：在國家的大力扶持下,中等職業(yè)教育有了較大的發(fā)展,但在提高中職教師整體素質(zhì)方面還有待進一步的提高。要想提高中職教師的整體素質(zhì),關(guān)鍵在于促進中職教師的專業(yè)發(fā)展,特別是中職教師的專業(yè)自主發(fā)展。因為教師專業(yè)發(fā)展的實質(zhì)是教師專業(yè)自主發(fā)展,只有教師自已的主動發(fā)展才是真正的有效的“專業(yè)發(fā)展”,這是教師專業(yè)發(fā)展的前提和基礎(chǔ)。為此,本文對以往有關(guān)中職教師專業(yè)自主發(fā)展的研究進行整理和分析,運用文獻法、問卷調(diào)查法以及訪談?wù){(diào)查法了解目前我國中等職業(yè)學(xué)校教師專業(yè)自主發(fā)展的現(xiàn)狀,發(fā)現(xiàn)其存在的問題,并對存在的問題進行原因分析,從而提出有利于中職教師專業(yè)自主發(fā)展的對策。 本研究主要包括五部分： 第一部分,緒論。主要包括了問題的提出、研究的目的與意義,并且對本研究的主要概念進行說明,包括教師專業(yè)發(fā)展、專業(yè)自主發(fā)展、中職教師專業(yè)自主發(fā)展。 第二部分,文獻綜述。這部分主要對以往研究中有關(guān)教師專業(yè)自主發(fā)展、教師專業(yè)自主發(fā)展階段、教師專業(yè)自主發(fā)展影響因素、教師專業(yè)自主發(fā)展途徑以及中職教師專業(yè)自主發(fā)展的文獻進行整理、分析,為本文研究中職教師的專業(yè)自主發(fā)展做好理論支撐。 第三部分,研究方法及研究過程。本研究根據(jù)自編問卷《中等職業(yè)學(xué)校教師專業(yè)自主發(fā)展調(diào)查問卷》和《中等職業(yè)學(xué)校教師專業(yè)自主發(fā)展訪談提綱》,以山東省煙臺市四所中等職業(yè)學(xué)校的教師為調(diào)查對象,從教師專業(yè)自主發(fā)展的意識、能力、途徑三個方面對其展開調(diào)查。 第四部分,調(diào)查結(jié)果與分析。本文在文獻分析、問卷調(diào)查和訪談的基礎(chǔ)上,總結(jié)目前中職教師專業(yè)自主發(fā)展中存在的問題主要有：中職教師專業(yè)自主發(fā)展的意識不強,缺乏實際行動；專業(yè)自主發(fā)展的能力欠缺；專業(yè)自主發(fā)展的動力不足；缺乏有效的發(fā)展途徑。并對造成這些問題的原因進行分析,主要有以下幾方面：中職教師的主體性被忽視；教師的基本需求得不到滿足；評價機制不完善；缺少有效的外部環(huán)境與政策支持。 第五部分：對策。針對中職教師專業(yè)自主發(fā)展存在的問題及原因分析,提出以下幾方面對策,包括個我層面策略和外部的環(huán)境支持。如中職教師要加強專業(yè)自主發(fā)展意識、強化和提升自身的職業(yè)理想、提高自身的反思能力、教育行政管理部門要重視中職教師的專業(yè)自主發(fā)展、學(xué)校要創(chuàng)設(shè)有利于中職教師專業(yè)自主發(fā)展的環(huán)境和氛圍等。
[Abstract]:With the support of the state, secondary vocational education has made great progress, but it still needs to be further improved in improving the overall quality of secondary vocational teachers. To improve the overall quality of secondary vocational teachers, the key lies in promoting the professional development of secondary vocational teachers, especially the professional self-development of secondary vocational teachers. Because the essence of teacher's professional development is the teacher's professional self-development, only the teacher's own initiative development is the real and effective "professional development", which is the premise and foundation of the teacher's professional development. Therefore, this paper collates and analyzes the previous researches on the professional self-development of secondary vocational school teachers, and uses the methods of literature, questionnaire and interview to find out the present situation of teachers' professional autonomy development in secondary vocational schools in China. This paper finds out the existing problems, and analyzes the causes of the problems, and puts forward some countermeasures conducive to the independent development of secondary vocational school teachers. This research mainly includes five parts: the first part, introduction. It mainly includes the questions, the purpose and significance of the study, and the main concepts of this study, including teacher professional development, professional self-development, vocational school teachers professional self-development. The second part, literature review. This part mainly collates the literature about teachers' professional autonomy development, teachers' professional autonomy development stage, teachers' professional autonomy development influencing factors, teachers' professional autonomous development approaches and secondary vocational school teachers' professional autonomous development. The analysis provides theoretical support for the study of the independent development of secondary vocational teachers. The third part, research methods and research process. According to the self-designed questionnaire "questionnaire on Teachers' Professional Self-development in Secondary Vocational Schools" and the "outline of interview on Professional Self-development of Teachers in Secondary Vocational Schools", this study took teachers of four secondary vocational schools in Yantai City, Shandong Province, as the objects of investigation. This paper investigates teachers' professional self-development from three aspects: consciousness, ability and approaches. The fourth part, investigation result and analysis. On the basis of literature analysis, questionnaire survey and interviews, this paper summarizes the problems existing in the professional autonomy development of secondary vocational school teachers: the awareness of professional autonomy development of secondary vocational school teachers is not strong, lack of practical action; Lack of ability of independent professional development; lack of motivation for independent professional development; lack of effective ways of development. The main causes of these problems are as follows: the subjectivity of secondary vocational school teachers is ignored; the basic needs of teachers are not met; the evaluation mechanism is not perfect; the lack of effective external environment and policy support. Part V: countermeasures. Based on the analysis of the problems and causes of the independent development of secondary vocational school teachers, this paper puts forward the following countermeasures, including a strategy of our own level and external environmental support. For example, teachers in secondary vocational schools should strengthen their consciousness of independent professional development, strengthen and enhance their professional ideals, improve their ability of reflection, and the educational administration departments should attach importance to the independent professional development of teachers in secondary vocational schools. Schools should create an environment and atmosphere conducive to the independent development of secondary vocational teachers.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1
本文編號：2330751
[Abstract]:With the support of the state, secondary vocational education has made great progress, but it still needs to be further improved in improving the overall quality of secondary vocational teachers. To improve the overall quality of secondary vocational teachers, the key lies in promoting the professional development of secondary vocational teachers, especially the professional self-development of secondary vocational teachers. Because the essence of teacher's professional development is the teacher's professional self-development, only the teacher's own initiative development is the real and effective "professional development", which is the premise and foundation of the teacher's professional development. Therefore, this paper collates and analyzes the previous researches on the professional self-development of secondary vocational school teachers, and uses the methods of literature, questionnaire and interview to find out the present situation of teachers' professional autonomy development in secondary vocational schools in China. This paper finds out the existing problems, and analyzes the causes of the problems, and puts forward some countermeasures conducive to the independent development of secondary vocational school teachers. This research mainly includes five parts: the first part, introduction. It mainly includes the questions, the purpose and significance of the study, and the main concepts of this study, including teacher professional development, professional self-development, vocational school teachers professional self-development. The second part, literature review. This part mainly collates the literature about teachers' professional autonomy development, teachers' professional autonomy development stage, teachers' professional autonomy development influencing factors, teachers' professional autonomous development approaches and secondary vocational school teachers' professional autonomous development. The analysis provides theoretical support for the study of the independent development of secondary vocational teachers. The third part, research methods and research process. According to the self-designed questionnaire "questionnaire on Teachers' Professional Self-development in Secondary Vocational Schools" and the "outline of interview on Professional Self-development of Teachers in Secondary Vocational Schools", this study took teachers of four secondary vocational schools in Yantai City, Shandong Province, as the objects of investigation. This paper investigates teachers' professional self-development from three aspects: consciousness, ability and approaches. The fourth part, investigation result and analysis. On the basis of literature analysis, questionnaire survey and interviews, this paper summarizes the problems existing in the professional autonomy development of secondary vocational school teachers: the awareness of professional autonomy development of secondary vocational school teachers is not strong, lack of practical action; Lack of ability of independent professional development; lack of motivation for independent professional development; lack of effective ways of development. The main causes of these problems are as follows: the subjectivity of secondary vocational school teachers is ignored; the basic needs of teachers are not met; the evaluation mechanism is not perfect; the lack of effective external environment and policy support. Part V: countermeasures. Based on the analysis of the problems and causes of the independent development of secondary vocational school teachers, this paper puts forward the following countermeasures, including a strategy of our own level and external environmental support. For example, teachers in secondary vocational schools should strengthen their consciousness of independent professional development, strengthen and enhance their professional ideals, improve their ability of reflection, and the educational administration departments should attach importance to the independent professional development of teachers in secondary vocational schools. Schools should create an environment and atmosphere conducive to the independent development of secondary vocational teachers.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G715.1
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，本文編號：2330751
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