教育实习指导教师角色与指导策略研究
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摘要
教育实习过程中，中学实习指导教师帮助实习生发现和解决存在的各种教育教学实践问题，为实习生提供引导和反馈，减轻实习生经历的“现实的震撼”，缓解“理想的角色期望”与“现实的角色失望”冲突所带来的矛盾。
本研究关注教育实习中学实习指导教师的角色和指导策略，首先通过对国内外实习指导教师指导模式研究成果的梳理，综合心理学、社会学、教育学、管理学等学科领域关于教师学习与发展理论的研究，结合我国教育实习基本情况，分析我国教育实习中学实习指导教师实习指导工作的现状。然后以个案研究方式，深描中学实习指导教师的指导过程与方法，对中学指导教师的角色以及指导策略获得解释性的理解。
导论部分主要阐述本研究的源起与研究背景，包括研究目的和意义、问题、内容、思路和研究方法。
第一章，文献综述。介绍了教育实习的理论基础、模式和意义，回顾了实习指导教师研究的历史沿革和研究内容，包括角色和指导策略的基本概念。
第二章，本研究的设计方案。根据实习指导教师已有理论框架提出本研究的分析框架并对其进行具体解释说明。详细阐述了问卷的设计、数据收集和分析的方法，提出个案研究方案，还对本研究的信度、效度、伦理与局限性做出说明。
第三章，对D大学教育实习基地学校实习指导教师的指导模式进行问卷调查，通过数据结果的分析，对D大学教育实习基地学校，中学实习指导教师选择运用的指导模式情况进行分析与考察。
第四章，教育实习中学指导教师角色与指导策略的个案考察。通过对两所中学内，四位实习指导教师典型个案的追踪调查，对中学指导教师扮演的角色和实施的指导策略进行个案考察。包括空间层面和时间层面指导教师角色和指导策略的描述与分析；并对四位中学实习指导教师的角色和指导策略进行比较分析。
第五章，影响因素分析。分析中学实习指导教师角色与指导策略形成的影响因素，从内因和外因两个角度，总结中学指导教师角色与指导策略形成的主、客观原因。
第六章，本研究的结论篇。研究发现，中学实习指导教师的角色具有多样性、客观性、自觉选择性、角色交叉性、实践性、社会性、对应性与不确定性；指导策略方面，指导方法丰富多样、个性化色彩浓厚，指导教师客体地位相对强势，指导目标明确、指导内容系统化、指导内容缺乏规范性，没有有效的评价标准。研究提出从制度建设、组织管理和思想道德作风三个方面加强中学指导教师队伍建设。
The cooperating teachers in junior middle school play essential role in educationpractice, such as improving the student teachers’ abilities that discover, analyze and solvethe teaching problem, giving feedback to student teachers’ teaching, lightening the “realityshocks” that student teachers experience and alleviating the conflict problem between theideal expectation and real disappointment of cooperating teacher.
In the light of existing studies and theories in the fields of psychology, sociology,pedagogy and management on the mentoring pattern and based on the background ofChinese education practice, mentoring pattern of cooperative teachers in junior middleschool are investigated and analyzed. Afterwards, case study is put into use to explore thementoring procedure and ways of cooperating teachers in order to further describe the rolesand mentoring strategies that cooperating teachers carried on.
Introduction mainly presents the background of this study, including research purposeand significance, research questions and content, research thoughts and research methods.
Chapter one, which is the mainly about the literature review, introduces theories,patterns and significance of education practice. History and content of mentor research arereviewed, including the concept of role and mentoring strategy.
Chapter tow goes into details about the organization of the study, in which the studyframework is proposed after fully analyzing the existing research frameworks of mentoring.Questionnaire survey and case study program are interpreted in details. Moreover,credibility, validity, ethics and limitations are stated.
Chapter three is a quantitative analysis on cooperating teachers in the base schools ofeducation practice of D university. Cooperating teachers’ mentoring pattern areinvestigated and analyzed.
Chapter four is a qualitative analysis that particularly describes the role and mentoringstrategies of four typical cooperating teachers in two junior middle schools. Fourcooperating teachers’ roles and mentoring strategies are observed and comparablydescribed by space and time order.
Chapter five presents the objective and subjective influence factors of cooperatingteachers’ role and strategies from internal and external causes.
Chapter six is the conclusions. This study finds various characteristics of cooperatingteachers’ role, such as diversity, objectivity, conscious selectivity, multiplicity, practicality, sociality, congruity and uncertainty. On the respect of mentoring strategy, variousmentoring ways, leading position of cooperating teacher, explicit objectives and systematiccontent are highlighted. Furthermore, the shortage of standards for mentoring content andthe absence of evaluation are presented. Regulation, management, ideology and moralityare recognized as three essential elements which can affect the fulfillment of cooperatingteachers’ liabilities and responsibilities.
本研究关注教育实习中学实习指导教师的角色和指导策略，首先通过对国内外实习指导教师指导模式研究成果的梳理，综合心理学、社会学、教育学、管理学等学科领域关于教师学习与发展理论的研究，结合我国教育实习基本情况，分析我国教育实习中学实习指导教师实习指导工作的现状。然后以个案研究方式，深描中学实习指导教师的指导过程与方法，对中学指导教师的角色以及指导策略获得解释性的理解。
导论部分主要阐述本研究的源起与研究背景，包括研究目的和意义、问题、内容、思路和研究方法。
第一章，文献综述。介绍了教育实习的理论基础、模式和意义，回顾了实习指导教师研究的历史沿革和研究内容，包括角色和指导策略的基本概念。
第二章，本研究的设计方案。根据实习指导教师已有理论框架提出本研究的分析框架并对其进行具体解释说明。详细阐述了问卷的设计、数据收集和分析的方法，提出个案研究方案，还对本研究的信度、效度、伦理与局限性做出说明。
第三章，对D大学教育实习基地学校实习指导教师的指导模式进行问卷调查，通过数据结果的分析，对D大学教育实习基地学校，中学实习指导教师选择运用的指导模式情况进行分析与考察。
第四章，教育实习中学指导教师角色与指导策略的个案考察。通过对两所中学内，四位实习指导教师典型个案的追踪调查，对中学指导教师扮演的角色和实施的指导策略进行个案考察。包括空间层面和时间层面指导教师角色和指导策略的描述与分析；并对四位中学实习指导教师的角色和指导策略进行比较分析。
第五章，影响因素分析。分析中学实习指导教师角色与指导策略形成的影响因素，从内因和外因两个角度，总结中学指导教师角色与指导策略形成的主、客观原因。
第六章，本研究的结论篇。研究发现，中学实习指导教师的角色具有多样性、客观性、自觉选择性、角色交叉性、实践性、社会性、对应性与不确定性；指导策略方面，指导方法丰富多样、个性化色彩浓厚，指导教师客体地位相对强势，指导目标明确、指导内容系统化、指导内容缺乏规范性，没有有效的评价标准。研究提出从制度建设、组织管理和思想道德作风三个方面加强中学指导教师队伍建设。
The cooperating teachers in junior middle school play essential role in educationpractice, such as improving the student teachers’ abilities that discover, analyze and solvethe teaching problem, giving feedback to student teachers’ teaching, lightening the “realityshocks” that student teachers experience and alleviating the conflict problem between theideal expectation and real disappointment of cooperating teacher.
In the light of existing studies and theories in the fields of psychology, sociology,pedagogy and management on the mentoring pattern and based on the background ofChinese education practice, mentoring pattern of cooperative teachers in junior middleschool are investigated and analyzed. Afterwards, case study is put into use to explore thementoring procedure and ways of cooperating teachers in order to further describe the rolesand mentoring strategies that cooperating teachers carried on.
Introduction mainly presents the background of this study, including research purposeand significance, research questions and content, research thoughts and research methods.
Chapter one, which is the mainly about the literature review, introduces theories,patterns and significance of education practice. History and content of mentor research arereviewed, including the concept of role and mentoring strategy.
Chapter tow goes into details about the organization of the study, in which the studyframework is proposed after fully analyzing the existing research frameworks of mentoring.Questionnaire survey and case study program are interpreted in details. Moreover,credibility, validity, ethics and limitations are stated.
Chapter three is a quantitative analysis on cooperating teachers in the base schools ofeducation practice of D university. Cooperating teachers’ mentoring pattern areinvestigated and analyzed.
Chapter four is a qualitative analysis that particularly describes the role and mentoringstrategies of four typical cooperating teachers in two junior middle schools. Fourcooperating teachers’ roles and mentoring strategies are observed and comparablydescribed by space and time order.
Chapter five presents the objective and subjective influence factors of cooperatingteachers’ role and strategies from internal and external causes.
Chapter six is the conclusions. This study finds various characteristics of cooperatingteachers’ role, such as diversity, objectivity, conscious selectivity, multiplicity, practicality, sociality, congruity and uncertainty. On the respect of mentoring strategy, variousmentoring ways, leading position of cooperating teacher, explicit objectives and systematiccontent are highlighted. Furthermore, the shortage of standards for mentoring content andthe absence of evaluation are presented. Regulation, management, ideology and moralityare recognized as three essential elements which can affect the fulfillment of cooperatingteachers’ liabilities and responsibilities.
引文
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