通辽地区农村小学教师专业化发展现状分析与对策研究
|
摘要
在教育发展中,教师是最为重要的因素。教师专业化水平的高低直接影响着教育质量的高低,因此,教师专业素质的提升越来越受到服务对象和专家学者的关注,如何培养出具有较高专业水平的教师队伍、实现教师专业化是教育发展的重中之重。基于此,本文通过对教师专业化理论的梳理认为:教师专业化是以教师专业素质全面提升,求得专业地位的提高,进而求得地位的改善。教师专业化实质之处是教师在整个专业生活中,通过终身专业训练,习得教育技能,实施专业自主,体现专业道德,并逐步提高自身从教素质,成为教育专业工作者的专业成长过程。即从一个“普通人”变成“教育者”的专业发展过程,从个体来看,教师专业化贯穿于整个教师生涯中,是个体专业不断发展的“动态”过程。
基于以上认识,本文从教师专业化外部保证与促进方式和教师职业道德、专业知识、专业能力等专业化内涵与变化过程两个方面入手,分析实现农村教师专业化的条件和措施。通过对通辽地区农村小学教师专业化发展的现状调查分析,提出了保持现有教师队伍相对稳定、加快教师专业化发展的对策思考,即:各部门协调配合,实施倾斜政策;实施“以校为本,研训一体”的策略;建立激发教师个体对专业化发展内在需求的机制。创新了教师培训模式,提出了切合农村教育实际的教师培训模式:课题牵动模式、听评课模式、反思教学模式、问题探究模式、案例分析模式、网络交流模式和专家引领模式。全文共分四个部分:
第一部分:前言。引出本研究所要讨论的问题和选题背景,并概述了本研究的意义和方法。
第二部分:教师专业化内涵及其标准。梳理了教师专业化发展历史,介绍了国内外教师专业化研究的状况,从而明确提出教师专业化的标准。
第三部分:对通辽地区农村小学教师专业素质状况的调查分析。在简介通辽地区农村小学教师现状的基础上,对通辽地区农村小学教师专业素质状况,教师教育观念与师德素养,教师专业知识和专业能力及教育发展等方面进行调查与分析,找出了目前该地区农村小学教师专业化发展存在的问题及形成的原因。
第四部分:针对通辽地区教师专业化发展存在的问题及形成原因,结合当地实际情况,提出加快教师专业化发展的有效策略,创新了教师在职培训模式,提出了切合农村小学实际的“以校为本,研训一体”的七大模式。
In the development of education course, teacher is the most important factor of all. The teachers’professional level has direct impact on the quality of education career. As a result, the promotion of teachers’professional level has been received more and more attention from education subjects and education experts. How to nurture a team of high professional level teachers and realize teachers’professionalized development are very crucial in the current situation. Based on this, I personally think through some thinking of theories of teachers’professional development: teachers’professional development is achieved by improving quality of teachers’profession so that teachers promote their professional level; to the end, they can get their promotion of position. The essential of teachers’professional development lies in the whole of professional life. Going through life education, they can acquire teaching skills and put their teaching notions and ideas into practice so as to realize the autonomy of pedagogical practice. To the end, they can emerge professional virtue and gradually improve their teaching quality by themselves. It is a course of professional development of professionalized educators. In other words, it is a progress of professional development from‘ordinary people’to‘professional educators’. From the point of individual, professional development is going through the entire life of teachers. It is a dynamic progress in an individual’s professional development.
Based on the statement above, the thesis is initiated from both the environmental guarantee of teachers’professional development and the professional connotation, dynamic progress, such as ways of improvement, teachers’professional virture, professional knowledge, professional competence. Consequently, I analyze the conditions and the measures of achieving professional development of rural teachers. As a result, I investigate and analyse the present situation of the rural primary teachers’professional development around Tongliao. I summarise some measures and thinking about how to maintain present team of teachers, how to strengthen or increase rural teachers’professional development. My measures and thinking are that the government and the society cooperate with each other harmoniously and help improve teachers’professional development hand in hand by establishing policy of professional support. It is better to try to realize the strategies of‘School-centred research and training’; It is suggested that we establish a system to activate individual inner requirement of professional development. I advise that we set up a model of research and training which is fit for the reality of rural primary teachers: Research project-leading model, attending and assessing-lecture model, Reflective Teaching model and expert-leading model. The whole thesis consists of four parts:
Part I: Preface. In the first part, it includes the issues which is to be discussed and the background of the issues. It covers the significance and methodology of the research project.
Part II: Teachers’professional development and its criterion. It dates back to the history of the development of Teachers’professional education. It introduces the research results of teachers’professional development home and abroad and makes clear the criterion which we should follow to decide the degree of Teachers’professional development.
Part III: It includes some investigation and analysis into professional quality of rural primary teachers around Tongliao. It briefly introduces the present situation of rural primary teachers across the area of Tongliao. It also discusses the teachers’educational perspective and teachers’morality and personality. It covers investigation and analysis into Teachers’professional knowledge ,professional skills and educational development. It finds out the problems which go along with the professional development of rural primary teachers and the formation of the them.
Part IV: Through the focus on the problems which exist in the professional development of rural primary teachers and the formation of them, while considering practical local situation, I take up effective measures and strategies to accelerate teachers’professional development. about how to strengthen or increase professional development of rural primary teachers, and innovate in-service teachers’training models. I put up four new models of‘School-centred research and training’which is fit for the reality of rural school.
基于以上认识,本文从教师专业化外部保证与促进方式和教师职业道德、专业知识、专业能力等专业化内涵与变化过程两个方面入手,分析实现农村教师专业化的条件和措施。通过对通辽地区农村小学教师专业化发展的现状调查分析,提出了保持现有教师队伍相对稳定、加快教师专业化发展的对策思考,即:各部门协调配合,实施倾斜政策;实施“以校为本,研训一体”的策略;建立激发教师个体对专业化发展内在需求的机制。创新了教师培训模式,提出了切合农村教育实际的教师培训模式:课题牵动模式、听评课模式、反思教学模式、问题探究模式、案例分析模式、网络交流模式和专家引领模式。全文共分四个部分:
第一部分:前言。引出本研究所要讨论的问题和选题背景,并概述了本研究的意义和方法。
第二部分:教师专业化内涵及其标准。梳理了教师专业化发展历史,介绍了国内外教师专业化研究的状况,从而明确提出教师专业化的标准。
第三部分:对通辽地区农村小学教师专业素质状况的调查分析。在简介通辽地区农村小学教师现状的基础上,对通辽地区农村小学教师专业素质状况,教师教育观念与师德素养,教师专业知识和专业能力及教育发展等方面进行调查与分析,找出了目前该地区农村小学教师专业化发展存在的问题及形成的原因。
第四部分:针对通辽地区教师专业化发展存在的问题及形成原因,结合当地实际情况,提出加快教师专业化发展的有效策略,创新了教师在职培训模式,提出了切合农村小学实际的“以校为本,研训一体”的七大模式。
In the development of education course, teacher is the most important factor of all. The teachers’professional level has direct impact on the quality of education career. As a result, the promotion of teachers’professional level has been received more and more attention from education subjects and education experts. How to nurture a team of high professional level teachers and realize teachers’professionalized development are very crucial in the current situation. Based on this, I personally think through some thinking of theories of teachers’professional development: teachers’professional development is achieved by improving quality of teachers’profession so that teachers promote their professional level; to the end, they can get their promotion of position. The essential of teachers’professional development lies in the whole of professional life. Going through life education, they can acquire teaching skills and put their teaching notions and ideas into practice so as to realize the autonomy of pedagogical practice. To the end, they can emerge professional virtue and gradually improve their teaching quality by themselves. It is a course of professional development of professionalized educators. In other words, it is a progress of professional development from‘ordinary people’to‘professional educators’. From the point of individual, professional development is going through the entire life of teachers. It is a dynamic progress in an individual’s professional development.
Based on the statement above, the thesis is initiated from both the environmental guarantee of teachers’professional development and the professional connotation, dynamic progress, such as ways of improvement, teachers’professional virture, professional knowledge, professional competence. Consequently, I analyze the conditions and the measures of achieving professional development of rural teachers. As a result, I investigate and analyse the present situation of the rural primary teachers’professional development around Tongliao. I summarise some measures and thinking about how to maintain present team of teachers, how to strengthen or increase rural teachers’professional development. My measures and thinking are that the government and the society cooperate with each other harmoniously and help improve teachers’professional development hand in hand by establishing policy of professional support. It is better to try to realize the strategies of‘School-centred research and training’; It is suggested that we establish a system to activate individual inner requirement of professional development. I advise that we set up a model of research and training which is fit for the reality of rural primary teachers: Research project-leading model, attending and assessing-lecture model, Reflective Teaching model and expert-leading model. The whole thesis consists of four parts:
Part I: Preface. In the first part, it includes the issues which is to be discussed and the background of the issues. It covers the significance and methodology of the research project.
Part II: Teachers’professional development and its criterion. It dates back to the history of the development of Teachers’professional education. It introduces the research results of teachers’professional development home and abroad and makes clear the criterion which we should follow to decide the degree of Teachers’professional development.
Part III: It includes some investigation and analysis into professional quality of rural primary teachers around Tongliao. It briefly introduces the present situation of rural primary teachers across the area of Tongliao. It also discusses the teachers’educational perspective and teachers’morality and personality. It covers investigation and analysis into Teachers’professional knowledge ,professional skills and educational development. It finds out the problems which go along with the professional development of rural primary teachers and the formation of the them.
Part IV: Through the focus on the problems which exist in the professional development of rural primary teachers and the formation of them, while considering practical local situation, I take up effective measures and strategies to accelerate teachers’professional development. about how to strengthen or increase professional development of rural primary teachers, and innovate in-service teachers’training models. I put up four new models of‘School-centred research and training’which is fit for the reality of rural school.
引文
[1]兰英:《美国教师专业化述评》[J],外国教育研究,1996 年第四期
[2]刘莎莎:《教师专业化:现实与思考》[J],硕士学位论文, 2004.04
[3]教育部师范教育司组织编写《教师专业化的理论与实践》[M],人民教育出版 2003 年 4 月第二版代序。
[4]马立:《关于教师教育的专业问题》[J],中国大学教学, 2002 年第一期
[5]叶澜等:《教师角色与教师发展新探》[M],教育科学出版社,2001 年 10 月第一版。
[6]梁明江:《关于教师专业化问题的思考》[J], 海南师范学院报,2002 年第二期
[7]金祥林:《专业化与新时期教师质量标准探讨》[J],鞍山师范学院学报 1999 年 6 月
[8]高春香:《对教师专业化的思考》[J],山西教育学院学报 2001 年第二期
[9]陈琴等:《论教师专业化》[J],《高等师范教育研究》2002, 6
[10]刘捷:《专业化:挑战 21 世纪教师》[M],教育科学出版社,2002 年 9 月第一版。
[11]教育部师范教育司组织编写《教师专业化的理论与实践》[M],人民教育出版社,2003 年 4月第二版代序。
[12]刘岸英:《教师专业化:教师教育的基本走向》[J],《教育探索》2002 年第 7 期
[13]教育部《关于实施全国教师教育网络联盟计划的指导意见》2003 年 9 月
[14]刘捷:《专业化:挑战 21 世纪教师》[M],教育科学出版社,2002 年 9 月第一版,251 页
[15]邓小平:《邓小平谈学校教育》[M],北京:中国人民大学出版社,1990
[16]饶见维:《教师专业发展----理论与务实》[M],五南图书出版社,1996
1.通辽市科尔沁区《政府工作报告》2006.02.25
2.通辽市科尔沁区《政府工作报告》2007.02.28
3.通辽市科尔沁区《基础教育课程改革方案》2002.04.16
4.通辽市《基础教育课程改革方案》2004.01.23
5. 通辽市科尔沁区教育体育局《关于城区教师支援农区学校教育的实施办法》2005.07.20
6.内蒙古自治区教研室《关于加强校本教研实施意见》2006.04
7.《中华人民共和国教师法》
8.《中华人民共和国国务院教师资格条例》
9.《中华人民共和国教育法》
1.殷波:《新课程与教师专业化发展的思考》[J],《继续教育研究》2002, 4
2.刘树人:《中小学校本培训的实施策略》[J],《教育评论》,2002, 5
3.郑金洲:《校本研究指导》[M],教育科学出版社,2001 年 10 月第一版。
4.顾明远 孟繁华:《国际教育新理念》[M],海南出版社,2001 年 10 月第一版。
5.史克学《教师专业化与教师教育》[J],《太原师范专科学校学报》,2002,
6.联合国教科文组织国际教育发展委员会编著,华东师范大学比较教育研究所译:《学会生存—教育世界的今天和明天》[M],教育科学出版社,1996 年 6 月第一版。
7.朱宁波:《中小学教师专业发展的理论与实践》[M],吉林人民出版社,2002 年 9 月第一版。
8.袁贵仁:《振奋精神,扎实工作,艰苦奋斗,争取胜利—扎实做好 2002 年教师教育工作》[J],《中小学教师培训》,2002, 5
9.周奇:《新世纪教师专业初探》[J],《教育探索》,2001, 1
10.杨秀玉:《教师发展阶段论综述》[J],《外国教育研究》,1999, 6
11.肖丽萍:《国内外教师专业发展研究述评》[J]《中国教育学刊》,2002, 5
12.于晶:《对教师专业化的认识》[J],《内蒙古师范大学学报》,2002, 16
13.许凤琴:《教师教育与教师专业化》[J],《高等师范教育研究》,2003, 3
14.张忠军:《浅谈教师专业化》[J],《教育研究》,2003, 3
15.彭茜:《二十年来教师专业化的国际回顾与展望》[J],《外国教育研究》,2002, 20
16.钟启泉:《教师“专业化”涵义与课题》[J],《教育参考》,1999, 4
17.黎琼锋:《教师培训与教师专业发展》[J],《云南师范大学学报》,2002, 3
18.王炳明 李智泉:《教师专业化及其应对措施》[J],《淮北煤炭师范学院学报》,2003, 3
19.冯化友:《优化农村村小教师素质推动农村继续教育发展》[J],《四川教育学院报》,2002, 2
20.陈如年 王晓华:《教师素质与能力的现状与培训模式》[J],《师资培训研究》,2002,1
21.卢雄、杨志俊:《基础教育课程改革中教师素质调查与分析》[J],《四川教育学院学报》,2003, 9
22.胡 艳 刘东敏 刘永明:《关于影响中小学教师基本素质因素的探讨及其素质内涵的理解》[J],《高等师范教育研究》,2000, 6
23.张正之、李敏、赵中建:《由标准透视教师专业素养》[J],《全球教育展望》,2002, 8
24.李建平:《课程改革对教师提出全新挑战》[J],《教育发展研究》,2002, 1
25.肖成全 熊维平:《农村教师继续教育培训模式研究与实践》[J],《北京教育学院报》,2000, 3
26.朱晓蔓著:《教育的问题与挑战:思想的回应》[M],南京师范大学出版社,2000 年8 月第一版
27.陈培瑞著:《教育:新的挑战与抉择》[M],山东教育出版社,2001 年 8 月第一版
28.《中国教育报》2007 年 4 月 28 日 教育科学版
29. Lynda Fielstein & Patricia Phelps 著 王建平 等译《教师新概念.教师教育理论与实践》[M],中国轻工业出版社
30.教育部基础教育司组织编写《走进新课程.与课程实施者对话》[M]北京师范大学出版社,2002年 4 月第一版
31.中国高等教育学会组织编 《中国教师手册.基础教育卷》[M],首都师范大学出版社,2004年 9 月第一版
[2]刘莎莎:《教师专业化:现实与思考》[J],硕士学位论文, 2004.04
[3]教育部师范教育司组织编写《教师专业化的理论与实践》[M],人民教育出版 2003 年 4 月第二版代序。
[4]马立:《关于教师教育的专业问题》[J],中国大学教学, 2002 年第一期
[5]叶澜等:《教师角色与教师发展新探》[M],教育科学出版社,2001 年 10 月第一版。
[6]梁明江:《关于教师专业化问题的思考》[J], 海南师范学院报,2002 年第二期
[7]金祥林:《专业化与新时期教师质量标准探讨》[J],鞍山师范学院学报 1999 年 6 月
[8]高春香:《对教师专业化的思考》[J],山西教育学院学报 2001 年第二期
[9]陈琴等:《论教师专业化》[J],《高等师范教育研究》2002, 6
[10]刘捷:《专业化:挑战 21 世纪教师》[M],教育科学出版社,2002 年 9 月第一版。
[11]教育部师范教育司组织编写《教师专业化的理论与实践》[M],人民教育出版社,2003 年 4月第二版代序。
[12]刘岸英:《教师专业化:教师教育的基本走向》[J],《教育探索》2002 年第 7 期
[13]教育部《关于实施全国教师教育网络联盟计划的指导意见》2003 年 9 月
[14]刘捷:《专业化:挑战 21 世纪教师》[M],教育科学出版社,2002 年 9 月第一版,251 页
[15]邓小平:《邓小平谈学校教育》[M],北京:中国人民大学出版社,1990
[16]饶见维:《教师专业发展----理论与务实》[M],五南图书出版社,1996
1.通辽市科尔沁区《政府工作报告》2006.02.25
2.通辽市科尔沁区《政府工作报告》2007.02.28
3.通辽市科尔沁区《基础教育课程改革方案》2002.04.16
4.通辽市《基础教育课程改革方案》2004.01.23
5. 通辽市科尔沁区教育体育局《关于城区教师支援农区学校教育的实施办法》2005.07.20
6.内蒙古自治区教研室《关于加强校本教研实施意见》2006.04
7.《中华人民共和国教师法》
8.《中华人民共和国国务院教师资格条例》
9.《中华人民共和国教育法》
1.殷波:《新课程与教师专业化发展的思考》[J],《继续教育研究》2002, 4
2.刘树人:《中小学校本培训的实施策略》[J],《教育评论》,2002, 5
3.郑金洲:《校本研究指导》[M],教育科学出版社,2001 年 10 月第一版。
4.顾明远 孟繁华:《国际教育新理念》[M],海南出版社,2001 年 10 月第一版。
5.史克学《教师专业化与教师教育》[J],《太原师范专科学校学报》,2002,
6.联合国教科文组织国际教育发展委员会编著,华东师范大学比较教育研究所译:《学会生存—教育世界的今天和明天》[M],教育科学出版社,1996 年 6 月第一版。
7.朱宁波:《中小学教师专业发展的理论与实践》[M],吉林人民出版社,2002 年 9 月第一版。
8.袁贵仁:《振奋精神,扎实工作,艰苦奋斗,争取胜利—扎实做好 2002 年教师教育工作》[J],《中小学教师培训》,2002, 5
9.周奇:《新世纪教师专业初探》[J],《教育探索》,2001, 1
10.杨秀玉:《教师发展阶段论综述》[J],《外国教育研究》,1999, 6
11.肖丽萍:《国内外教师专业发展研究述评》[J]《中国教育学刊》,2002, 5
12.于晶:《对教师专业化的认识》[J],《内蒙古师范大学学报》,2002, 16
13.许凤琴:《教师教育与教师专业化》[J],《高等师范教育研究》,2003, 3
14.张忠军:《浅谈教师专业化》[J],《教育研究》,2003, 3
15.彭茜:《二十年来教师专业化的国际回顾与展望》[J],《外国教育研究》,2002, 20
16.钟启泉:《教师“专业化”涵义与课题》[J],《教育参考》,1999, 4
17.黎琼锋:《教师培训与教师专业发展》[J],《云南师范大学学报》,2002, 3
18.王炳明 李智泉:《教师专业化及其应对措施》[J],《淮北煤炭师范学院学报》,2003, 3
19.冯化友:《优化农村村小教师素质推动农村继续教育发展》[J],《四川教育学院报》,2002, 2
20.陈如年 王晓华:《教师素质与能力的现状与培训模式》[J],《师资培训研究》,2002,1
21.卢雄、杨志俊:《基础教育课程改革中教师素质调查与分析》[J],《四川教育学院学报》,2003, 9
22.胡 艳 刘东敏 刘永明:《关于影响中小学教师基本素质因素的探讨及其素质内涵的理解》[J],《高等师范教育研究》,2000, 6
23.张正之、李敏、赵中建:《由标准透视教师专业素养》[J],《全球教育展望》,2002, 8
24.李建平:《课程改革对教师提出全新挑战》[J],《教育发展研究》,2002, 1
25.肖成全 熊维平:《农村教师继续教育培训模式研究与实践》[J],《北京教育学院报》,2000, 3
26.朱晓蔓著:《教育的问题与挑战:思想的回应》[M],南京师范大学出版社,2000 年8 月第一版
27.陈培瑞著:《教育:新的挑战与抉择》[M],山东教育出版社,2001 年 8 月第一版
28.《中国教育报》2007 年 4 月 28 日 教育科学版
29. Lynda Fielstein & Patricia Phelps 著 王建平 等译《教师新概念.教师教育理论与实践》[M],中国轻工业出版社
30.教育部基础教育司组织编写《走进新课程.与课程实施者对话》[M]北京师范大学出版社,2002年 4 月第一版
31.中国高等教育学会组织编 《中国教师手册.基础教育卷》[M],首都师范大学出版社,2004年 9 月第一版