本文選題：中學(xué)地理教師　切入點(diǎn)：教師結(jié)構(gòu)　出處：《遼寧師范大學(xué)》2016年碩士論文

【摘要】：隨著世界各國經(jīng)濟(jì)的飛速發(fā)展,教育逐漸成為了國與國之間競(jìng)爭(zhēng)的核心內(nèi)容,而教師是教育的基礎(chǔ),因此教師結(jié)構(gòu)在很大程度上間接地影響著一個(gè)國家的綜合實(shí)力。中學(xué)階段,地理學(xué)科是高考的必考科目,影響著中學(xué)生身心的健康發(fā)展。合理的中學(xué)地理教師結(jié)構(gòu)能夠充分發(fā)揮地理教育的作用,有利于復(fù)合型人才的培養(yǎng),落實(shí)科教興國政策。本文主要從以下三個(gè)方面探究我國中學(xué)地理教師結(jié)構(gòu):首先,探究我國中學(xué)地理教師結(jié)構(gòu)的發(fā)展現(xiàn)狀。統(tǒng)計(jì)2002～2013年關(guān)于中學(xué)地理教師結(jié)構(gòu)文獻(xiàn)的調(diào)查問卷結(jié)果,從兩個(gè)方面進(jìn)行歸納:一方面,分為東部、中部、西部三大地域角度比較分析我國中學(xué)地理教師結(jié)構(gòu)的區(qū)域差異;另一方面,從2002年以來近十年的時(shí)間視角探究全國中學(xué)地理教師結(jié)構(gòu)的發(fā)展規(guī)律。發(fā)現(xiàn)我國中學(xué)地理教師結(jié)構(gòu)主要存在以下三大問題:第一、缺乏高學(xué)歷、高職稱的學(xué)科及學(xué)術(shù)帶頭人;第二、部分中學(xué)地理教師學(xué)歷低;第三、我國各區(qū)域間中學(xué)地理教師結(jié)構(gòu)發(fā)展不均衡等。其次,評(píng)價(jià)我國中學(xué)地理教師結(jié)構(gòu)的影響因素。我國中學(xué)地理教師結(jié)構(gòu)發(fā)展的影響因素主要包括:經(jīng)濟(jì)因素、社會(huì)因素及教育因素,各因素分別選取三個(gè)評(píng)價(jià)指標(biāo),通過查閱相關(guān)統(tǒng)計(jì)年鑒收集2013年九個(gè)指標(biāo)的數(shù)據(jù),利用熵權(quán)法計(jì)算出各指標(biāo)的權(quán)重得分及評(píng)價(jià)值,根據(jù)結(jié)果分析各影響因素指標(biāo)對(duì)我國中學(xué)地理教師結(jié)構(gòu)發(fā)展的影響程度。結(jié)果表明:相對(duì)于其他兩大因素,教育因素對(duì)全國尤其是我國中部地區(qū)中學(xué)地理教師結(jié)構(gòu)的影響最大;社會(huì)因素的影響程度次之,與其他兩區(qū)域相比,西部地區(qū)的中學(xué)地理教師結(jié)構(gòu)受社會(huì)因素的影響最大;隨著我國經(jīng)濟(jì)的不斷發(fā)展和人們生活水平的提高,經(jīng)濟(jì)因素對(duì)我國尤其是東部地區(qū)中學(xué)地理教師結(jié)構(gòu)的影響程度最小。最后,我國中學(xué)地理教師結(jié)構(gòu)發(fā)展的優(yōu)化策略。主要從國家政策、高師院校、中學(xué)學(xué)校及地理教師四個(gè)角度提出相應(yīng)優(yōu)化策略,進(jìn)而保障教育公平及各地區(qū)地理教師結(jié)構(gòu)的不斷優(yōu)化:第一、及時(shí)調(diào)整國家政策,為地理教育提供保障;第二、加強(qiáng)高師院校發(fā)展,培養(yǎng)高素質(zhì)的地理教師;第三、轉(zhuǎn)變學(xué)校管理方式,提倡地理教師來源多元化;第四、樹立終身學(xué)習(xí)意識(shí),提高地理教師的專業(yè)修養(yǎng)。
[Abstract]:With the rapid development of the world economy, education has gradually become the core content of the competition between countries, and teachers are the basis of education. Therefore, the structure of teachers indirectly affects the comprehensive strength of a country to a great extent. Geography is a compulsory subject in the college entrance examination, which affects the healthy development of middle school students' body and mind. A reasonable structure of geography teachers in middle schools can give full play to the role of geography education and is conducive to the cultivation of compound talents. To implement the policy of rejuvenating the country through science and education. This paper mainly explores the structure of geography teachers in middle schools in China from the following three aspects: first of all, This paper probes into the present situation of the development of geography teachers' structure in middle schools in China. The questionnaire results of the literature on the structure of geography teachers in middle schools from 2002 to 2013 are analyzed and summarized from two aspects: on the one hand, in the east, in the middle, in the middle, On the other hand, it compares and analyzes the regional differences in the structure of geography teachers in middle schools in our country from the perspective of the three major regions in the west. From the perspective of nearly ten years since 2002, it is found that there are three main problems in the structure of geography teachers in middle schools in China: first, the lack of high academic qualifications, high titles of subjects and academic leaders; Second, some middle school geography teachers have low academic qualifications; third, the structure of geography teachers in middle schools is not balanced among regions in our country. Secondly, The main factors influencing the development of geography teacher structure in middle school include: economic factor, social factor and educational factor, and each factor selects three evaluation indexes respectively. By referring to the relevant statistical yearbooks to collect data from nine indicators in 2013, the weight scores and evaluation values of each index are calculated by using entropy weight method. According to the results, this paper analyzes the influence degree of the influencing factors on the structure development of geography teachers in middle schools in China. The results show that: compared with the other two factors, the educational factors have the greatest influence on the structure of geography teachers in middle schools in the whole country, especially in the central part of our country; Compared with the other two regions, the structure of geography teachers in middle schools in western China is the most affected by social factors, and with the development of economy and the improvement of people's living standards, The influence of economic factors on the structure of geography teachers in middle schools in China, especially in the east, is the least. Finally, the optimization strategy for the development of geography teachers' structure in middle schools in China. The corresponding optimization strategies are put forward from four angles of middle school and geography teachers, so as to ensure the education fairness and the continuous optimization of geography teacher structure in various regions: first, adjust the national policy in time to provide guarantee for geography education; second, Strengthen the development of normal universities, cultivate high-quality geography teachers; third, change the school management mode, promote the diversity of geography teachers; fourth, establish lifelong learning awareness, improve geography teachers professional accomplishment.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.55

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