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我国教师研究的形态比较

【作者】 陈进

【导师】 黄志成;

【作者基本信息】 华东师范大学, 比较教育, 2017, 博士

【摘要】 本文从教育形态学的视角对新中国成立后,我国中小学教师的教育教学研究实践进行一番梳理,对中小学教学研究、中小学教育科研、教师行动研究、教师个人课题研究、微型课题研究等教师研究的具体形态,从研究主体、研究方式、研究组织、研究制度、研究价值、制度变迁等方面进行深入的探索,抽象出我国教师研究的内在涵义。同时,运用教师研究应有之涵义透视当前教师研究各形态实践中存在的问题,对教师研究的实践提出改善性建议。第一章对本研究的背景、研究目标及内容、研究的方法等研究必备要素进行了交代;并通过对教师研究各形态中概念使用的梳理,明确本文主要分析对象。通过对教师研究主要形态的历史发展状况的探究及文献梳理,提出了我国教师研究各形态发展中存在的主要问题。第二章对教师研究在国外的发展历程的进行探寻,梳理教师研究的主要观点及实践经验,为我国教师研究的探寻构筑一个国际化的视野;通过对国外教师研究发展经验的探寻为我国教师研究的发展提供借鉴的经验与参照。第三章对实践中教师研究各形态的研究主体的分析,提出教师研究的主体应该是中小学教师,应该是中小学教师中的“一线教师”。并指出我国传统的教师研究形态中主体错位的原因,对我国教师研究实践中“管理者、专家、教师”间的关系的处理,给予策略性建议。第四章对我国教师研究实践中的研究方法使用的历史进行分析,及我国教师研究方法使用中的问题分析,指出适合教师的研究方法的特征及其选择;并就教师研究规范的建立进行进一步的探讨,提出教师建立自己的研究规范的必要性与可行性。第五章对教师研究的管理体制进行研究,通过对传统的教师形态中的“教研”形态、“科研”形态管理体制的建立,及管理特点的分析,指出我国教师研究集权化的管理模式及其存在的问题。通过对“教师行动研究形态”的推进方式进行探索,指出“政府”在教师研究的制度化建设与推进中“适度”参与的重要性。第六章对教师研究评价问题进行讨论,主要探讨了教师研究成果表达形式选择,提出教师研究成果表达应包括行为的改善和文本的表述两个方面。通过对各教师研究形态中教师研究评价标准的分析,指出运用专业化教育研究的评价标准对教师研究进行评价的危害,提出建立教师研究独立的评价系统的重要性,指出教师应成为教师研究的评价主体,教师建立自己的教师研究评价标准。第七章就教师研究价值进行探索,通过对教师研究各形态中研究目标定位的分析,指出我国传统的教师研究形态目标定位中的问题。正是由于教师研究工具性的价值取向,导致教师研究形式主义、功利主义的出现。第八章对“小课题研究”“微型课题研究”“教师个人课题研究”等新的教师研究形态的描述,揭示教师研究创新制度的诉求。并指出以“增量式”局部改革,已不足以解决教师研究中的问题。整体的制度设计及全面的教师研究制度改革已成为迫切需求。

【Abstract】 The basic education research, which has been carried on by our middle and primary school and teachers since New China was founded, has been combed in this paper from the perspective of education morphology. It includes all sorts of researches:school discipline instruction research, school education scientific research, teachers’ action research, teachers’ personal project research, micro project research. Especially it has deeply probed that such main elements of teachers’ research as research subject, research methods, research management system, research assessment, and research value, the system vicissitude have been systematically analyzed. On this basis of researches, the inner meaning of teachers’ research in China has been abstracted. Meanwhile, teachers’ research means that we should find the current problems existing in the practice of teachers’research, and put forward improving strategies to the practice of teachers’ research.The first chapter is to confine and define the research object of teachers’ research from discussing research background, research goal and research content, research method of essential elements of the replacement; And through having combed history development on teachers’ research concept and literature review, some key problems of teachers’ research have been proposed in this chapter.In the second chapter, through the exploring of development process of teacher’ research abroad, the main point of the teacher’ research and practical experience have been combed, the internationalization vision of teacher’ research in china has been constructed. Through the exploring development experience of teacher’ research abroad, reference of development of teacher’ research in china has been provided.In chapter 3, through the analysis of all forms of subjects of teachers’ research, the conclusion has been drawn that the main body of teachers’ research should be teachers of school, especially the front-line teachers of school. This paper also points out that the main body of teachers’ research has been dislocated owing to all kinds of causes and how to adjust the relationship among "managers, experts, teachers" in the teachers’ research. Finally some strategy advice has been proposed in chapter 2.In chapter 4, through analyzing the use of research methods of the teachers’ research in our country and its problems, it points out the features of research methods fit for teachers’ research and its choice. So it is necessary and available that some specific regulations and research paradigm should be established in the process of the teachers’ research.In chapter 5, the management system of teacher’s research has been studied. Through analyzing the traditional management system of teacher’s research which lie in the form of instruction research and educational science research. This chapter drew a conclusion that the teachers’ research belongs to a centralized management and some problems exist in it. The exploring action research of teachers "form" way of advance, it is pointed out that it is important for the government to participate the teachers’ research moderately.In chapter 6, the achievement evaluation of teachers’ research has been discussed, especially how to express teachers research result which present both in paper and actions improvement. After analyzing several forms of evaluation standard of teachers’ research, it has been proposed that the specialized education research evaluation standard does suit for evaluating the teachers’ research and it is dangerous for us to utilize the standard in teachers’ research. Therefore it is important for the teachers that they should act as the subject of the teachers’ research and furthermore establish their own evaluation standards.In chapter 7, the value of teachers’ research has been explored. Through analyzing the teachers’ research targets, it has been proposed some problems existed and some traditional research targets are not fit for the teachers’ research. It is because of the value orientation of teachers’ research tool that has brought about the appearance of the teachers’ research formalism and utilitarianism.In chapter 8, after describing the new form of the "small project research", micro project research and "teachers’ personal project research", it has been proposed that it is urgent for the teachers’ research to create some new and innovation systems while the "incremental" reform is not enough to solve the problems in the study of teachers. The overall system design and its comprehensive system of teachers’ research need reforming.

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  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G451
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