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学校本位的教师专业发展模式研究 ——“一中心三驱动四环节”模式的个案实践

【作者】 丁智林

【导师】 袁顶国;

【作者基本信息】 西南大学, 课程与教学论, 2017, 硕士

【副题名】“一中心三驱动四环节”模式的个案实践

【摘要】 教师专业素养是专业知识、专业能力和专业情意三元因子交融补益的有机体。其中专业知识是前提,专业情意是基础,专业能力是关键。始于2000年的第八次基础教育课程改革,从“国培”、“省培”、“市培”,实现了基础教育教师专业知识换档提质,然而专业能力的提升和专业情意的育成似乎收效甚微。追其根源,能力提升与情意蕴育需要土壤——教师实际工作的学校、教师教学的课堂、教师时刻互动的学生。为此,“回归学校”、“回到课堂”、“回应学生”,成为基础教育教师专业发展的时代呼唤。学校本位的教师专业发展模式是教师专业发展模式之一,其理念是基于学校地理环境,学校开展教师专业发展类活动而实现教师发展,进而实现学校和教师双发展的“共赢”效益。因此,本研究围绕着“如何有效持续的促进教师专业发展”这一主题进行探索和分析,回答了“为什么教师专业发展模式要转向学校的问题”、“如何建构学校本位的教师专业发展模式理论”、以及“学校本位的教师专业发展模式是否可行”等问题,为回答这类问题,本文借助文献分析、个案调查等方法展开了研究。本文共六部分。第一部分是导论。梳理了教师专业发展模式相关研究得出了结论:教师专业发展理论研究处于初级阶段,不同学校和教师需要不同的发展模式,传统以“自上而下”、“短期集中批量”、“理论学习”等为主的培训模式不能满足所有教师发展需求,基于学校的教师专业发展模式研究较少,由此说明了本文研究的内容、方法、价值。第二部分从理论、政策、实践三方面揭示了教师专业发展为何要回归学校。首先从理论角度表现为教师作为发展的主体地位、教师专业发展的短期和长期目标相结合,并且教师专业发展应是可持续势态。其次,对教师教育和培训相关政策梳理,可看出教师专业发展模式创新是政策导向使然。从实践角度审视教师专业发展的现状,仍存在着理论与实践、计划性与复杂性、个体性与群体性之间的三重矛盾。由此,分析学校为教师专业发展实践提供了可行性、可能性、必然性。第三部分重点构建了学校本位的教师专业发展模式的理论,首先说明了模式的理论基础源于教师学习理论、教师专业发展阶段理论、学习型组织理论、行动学习理论等,从地理、政治、组织三个属性说明了学校本位的教师专业发展模式的内涵。并揭示了模式的特征,即针对性、自主性、多样性。由此构建了“一个中心三方驱动四个环节”的学校本位模式,“一个中心”即指教师发展中心,“三方驱动”指专家指导、校际合作、教师互助,“四个环节”包括了问题分析与诊断、方案设计与启动、校本开展与监督、行动反馈与总结,实现教师专业发展的开放、持续地动态过程。第四部分阐述了学校本位的教师专业发展支撑条件,基于如何有效的实践学校本位模式理论,从内部机制和外部保障两个方面进行了探索和说明。第五部分通过个案研究,以重庆市A中学位研究对象,揭示了该学校的教师专业发展模式实践探索过程。该部分首先简述了A中学基本情况,对A中学的教师发展面临的问题和现状进行分析和整理,通过多方访谈和调查发现教师发展所面临的核心问题是教师观念相对传统、教学方式相对单一等实际问题,属于教师专业发展中的专业情意和专业能力的两大因子范围。并分析了该中学所拥有的发展条件即教师教育指导专家团队、联盟学校资源共享和教师发展的制度保障,针对A中学的教师发展现状,由此制定和实施了“三个工程”,即“教师理念提升工程”、“教师教学能力提升工程”、“教师专业发展自我设计工程”,旨在提升教师自主发展意识、教学能力提升、自我发展规划意识等。第六部分是本文结语,包括了对A中学实施教师专业发展模式改革创新等总结和反思,以及对该模式实践的推广进行分析与建议。

【Abstract】 Teacher professional accomplishment is professional knowledge, professional ability and professional cordiality ternary blend factor relatively organisms. The professional knowledge is the premise, the professional is the foundation of affection, the professional ability is the key. Began in 2000, the eighth elementary education curriculum reform, from the "national training ", "provincial training ", "city training ", implements the quality basic education teachers’ professional knowledge shift,however, their professional skills and professional affection bred seem to have little effect. Back to its roots and ascension and the ability of implication education need soil- teacher practical work of the school, teacher’s teaching classroom, the time of teacher’s interaction of their students. To this end, "turn to school", "back to the classroom", "respond to students", become era calls for basic education teachers’ professional development.School-based teacher professional development model, a kind of teacher professional development mode, the idea is based on school geographical environment, through the development of school based teacher professional development activities promote the development of the teachers, to realize the development of the school and the teacher "double win" results. Therefore, this study around the "how to effectively continue to facilitate teachers’ professional development" this one theme exploration and analysis, answer the "why the problem of teacher professional development model want to school", "how to construct the school-based teacher professional development mode theory", and "school-based teacher professional development mode is feasible, to answer this kind of problem, this paper using the method of literature analysis, case study, etc. This paper includes a total of six parts.The first part: introduction. Combed the teacher professional development model studies concluded that the teacher professional development theory to study at an early stage, different schools and teachers need different development model, the traditional "top-down", "batch", "learning theory" of teachers study and training mode can’t meet the development needs of teachers, teacher professional development model based on school study is less, the content of the research presented in this paper, the method and value.The second part from three aspects of theory, policy and practice reveals why want to return to the school teachers’ professional development. Teacher’s professional development theory,is the essence of teachers’ subject status, short-term and long-term objectives, and sustainable. Second, the teacher education and training policy, can see the teacher professional development mode innovation is the result of policy guidance. Look at the current situation of teachers’ professional development, however, still exist in theory and practice, planning and complexity, the triple contradiction between individual and group. As a result, analysis for teacher professional development school practice provides the feasibility, possibility and inevitability.The third part is the key to construct the school-based teacher professional development mode theory, the first illustrates the model theoretical basis comes from learning theory, teachers of teachers’ professional development theory, learning organization theory, and the theory of action learning, from geography, politics, organization, three properties illustrates the connotation of the school-based teacher professional development model. And reveal the characters of model, namely the pertinence, autonomy and diversity. Thus constructs the "center of a tripartite drive four link" school standard pattern, namely "one center" teacher development center, "the three drive" refers to the expert guidance, inter-school cooperation, teachers help each other, "four link" including problem analysis and diagnosis, design and supervision, with start, school-based action feedback and summary, implementation of teacher professional development and open continuously dynamic process.The fourth part expounds the standard of teachers’ professional development school support condition, based on the practice of how to effectively school standard model theory, from the internal mechanism and external guarantee two aspects has carried on the exploration and explanation.The fifth part through case studies, with “A” school, in the object of study in chongqing, reveals the school teachers’ professional development pattern practice exploration. This part firstly describes the basic situation, teacher development in “A” high school are faced with the problem and present situation analysis and finishing, through various interviews and survey found that the core issue of teacher development faces is the traditional concept on teachers, teaching methods is relatively single practical problems, such as belong to the professional development of teacher’s professional cordiality and professional ability of two factors. And analyzes the conditions for the development of high school have the teacher education guidance expert team, league college resource sharing and system guarantee of teacher’s development, in view of the current situation of the development of “A” high school teacher, the formulation and implementation of the concept of "teachers promotion project", "teachers teaching ability promotion project", "teachers’ professional development self design engineering", promoting teachers’ independent development, teaching ability and self development planning, etc.The sixth part is the conclusion, including the implementation of “A” middle school teacher professional development mode innovation summary and reflection, as well as the analysis and Suggestions for the promotion of the mode of practice.

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  • 【网络出版投稿人】 西南大学
  • 【分类号】G635.1
  • 【下载频次】460
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