青年教师惰性现状与启示——基于东部地区中小学幼儿园的调查研究
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摘要
教师或轻或重存在着惰性,惰性直接影响教师教学变革的积极性。通过调查当前青年教师惰性现状和程度以及惰性主要表现和成因发现,青年教师惰性总体而言不算太严重,但存在区域差异,乡村青年教师惰性较城区教师相对严重。中学文理科教师之间惰性存在差异,理科教师惰性相对严重。青年教师惰性有多种表现,致因也是多方面的。针对惰性形成原因中的社会、学校和教师自身因素,提出了有针对性的预防或缓解青年教师惰性的策略。
Teachers more or less have inertia, and inertia directly affects the enthusiasm of teachers' teaching reform. The aim of this paper is to study the current situation and degree, the differences among different characteristic variable and the major performances and causes of young teacher's inertia by questionnaire survey. It is found that the inertia of young teachers is not too serious, but there are regional differences, and the inertia of young teachers in villages and towns is more serious. There are differences in inertia between liberal arts teachers and science teachers in middle schools, and the inertia of science teachers is relatively serious. There are many manifestations of youth teacher inertia, and the causes are multifaceted. Aiming at the social factors, school factors and teachers' own factors in the cause of inertia, strategies to effectively prevent or alleviate the inertia of young teachers are proposed.
Teachers more or less have inertia, and inertia directly affects the enthusiasm of teachers' teaching reform. The aim of this paper is to study the current situation and degree, the differences among different characteristic variable and the major performances and causes of young teacher's inertia by questionnaire survey. It is found that the inertia of young teachers is not too serious, but there are regional differences, and the inertia of young teachers in villages and towns is more serious. There are differences in inertia between liberal arts teachers and science teachers in middle schools, and the inertia of science teachers is relatively serious. There are many manifestations of youth teacher inertia, and the causes are multifaceted. Aiming at the social factors, school factors and teachers' own factors in the cause of inertia, strategies to effectively prevent or alleviate the inertia of young teachers are proposed.
引文
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[2] 张鹏,马海英.别让多媒体教学成为教师惰性的借口[J].中国教育学刊,2016(5):107-108.
[3] 李小慧.警惕集体备课滋生的惰性[J].教学与管理,2013(19):44-45.
[4] 王帅.课程改革的实践惰性及其消除[J].基础教育参考,2007(3):54-56.
[5] 田保华.教师文化:从惰性走向积极[N].中国教师报,2011-4-13,第005版.
[6] 邵光华.教师课改阻抗及消解策略研究[M].杭州:浙江大学出版社,2018:304.
[2] 张鹏,马海英.别让多媒体教学成为教师惰性的借口[J].中国教育学刊,2016(5):107-108.
[3] 李小慧.警惕集体备课滋生的惰性[J].教学与管理,2013(19):44-45.
[4] 王帅.课程改革的实践惰性及其消除[J].基础教育参考,2007(3):54-56.
[5] 田保华.教师文化:从惰性走向积极[N].中国教师报,2011-4-13,第005版.
[6] 邵光华.教师课改阻抗及消解策略研究[M].杭州:浙江大学出版社,2018:304.