基于可持续发展的教师素质研究
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摘要
“振兴民族的希望在教育，振兴教育的希望在教师”。高素质的教师队伍是实施高质量素质教育的根本保证。什么是高素质的教师队伍?可持续发展的教师队伍就是高素质的教师队伍。那么，什么是教师的可持续发展?可持续发展的教师素质构成是怎样的?中小学教师可持续发展系统水平如何?怎样通过继续教育提升可持续发展的教师素质?
首先，在1987年《我们共同的未来》提出的可持续发展概念的基础上，结合发展心理学所谓“人的发展就是人的潜力发挥”的理论，界定“教师的可持续发展就是满足教师个人的发展需求，又能促进后代人——教育对象学生发展需求的发展。”换言之，教师可持续发展是指这样的一种发展，既能促进教师自身潜力的发挥又能在学生身上得到延续，促进学生潜力的发挥。这一概念具有鲜明的职业色彩。
其次，我认为可持续发展的教师素质构成应包括：职业理想、教育观念即发展指向；知识水平、教学能力即发展能力；以及承载教师可持续发展的身心素质。本文从五个方面，即教学动机、教学效能感、学生发展观、学生观和身心素质对教师的可持续发展系统进行监测。
第三，通过对来自14所学校的272位教师问卷调查，统计分析发现：因学生发展观和身心素质不同导致男女教师可持续发展系统水平产生差异，男教师优于女教师；因学生发展观和学生观不同导致小学教师与其他学段教师可持续发展系统水平产生差异，小学教师低于其他学段的教师；因学生发展观和学生观不同导致中专毕业的教师与其他学历的教师可持续发展系统水平产生差异，中专毕业的教师与他学历的教师有差距；虽然不同教龄段的教师可持续发展系统水平差异不显著，但进一步比较发现，在教学动机和身心素质方面还是有差异的，并且与教龄变化最紧密的是教师的教学效能感；教师可持续发展系统水平与学校类别无关。
在此基础上，为可持续发展的教师素质提升实施方案——继续教育提出对策建议：通过实行小班化教学、重新制定编制和工作量标准、学会自我减压，减轻教师的工作压力是前提；通过改革激励机制、坚持正确的舆论导向、树立人本化培训目标，激发学习动机变“要我学”为“我要学”是关键；通过增设修养性课程、体现综合化的特点、注重交往的教学过程，改革继续教育内容是主要任务；通过制定带薪进修政策、增加多种学习方式、注意随机通达教学，改变继续教育方式是手段。
'The hope of a nation's development is education, the hope of developing education is the teachers'. High-quality education relies on the high-quality teacher. What is the high-quality teacher? Our answer is the teacher with the ability of sustainable development. Under this topic I try to answer the following questions in my thesis: What is the sustainable development of teacher's quality? What are the components of teacher's quality under the frame of sustainable development? What are the current characteristics of sustainable development of teachers in primary and secondary schools? How to improve the quality of teachers via life long education?
Firstly, based on the definition of sustainable development in Our Common Future published in 1987and the conception of development of human being in developing psychology, I define the sustainable development of teacher's quality as development that meets the needs of the personal development of teachers and fosters the development of the students who are the object of education. In other words, the sustainable development should be able to stimulate the potential of teachers, and at the same time be sustainable on students, thus be able to assist the students to develop their own potential. By narrowing down the general definition of sustainable development, this concept is specific and carries the characteristics of the profession of education.
Secondly, I research the components of the sustainable development of teacher: 1) professional ideal and education conception, i.e. the indication of development; 2) education, teaching ability, i.e. the ability of development; 3) and the emotional and physical quality that development may base on. In this thesis, I study the sustainable development of teacher from five aspects: motives of teaching, sense of teaching effectiveness, sense of student development, student cognition and the emotional and physical quality.
Thirdly, I explore the characteristics of sustainable development of teacher based on the first-hand data I collected from 272 teachers from 14 primary and secondary schools. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. Because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers; teachers with secondary school education
background are differentiated from teachers with higher education background; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups; the aspect influenced mostly by age factor is the conception of teaching effectiveness; school type is not related with the sustainable development of teacher.
Based on my research, I make the following suggestions to the practical scheme (the life-long continuous education) aimed at improving of sustainable development of teacher's quality. The premise is to relief the heavy burden of teachers by reducing the class size; re-set the standard of workload and assist teachers to alleviate pressure. The crucial point is to stimulate the motive of studying from the original 'want me to learn' to 'I want to learn'. By doing this, reform should be taken on the encouraging system, good guidance of value should be provided, and, individual oriented training purpose should be established. The major task is to reform the format and content of continuous education through adding of courses on self-accomplishment, implementing of integrated theme of education and focusing on interacted teaching process. The method is to change the approaches of continuous education via formulating regulation of on-job training with payment, verify forms of learning and maintain flexible feedbac
ks from teaching practice.
首先，在1987年《我们共同的未来》提出的可持续发展概念的基础上，结合发展心理学所谓“人的发展就是人的潜力发挥”的理论，界定“教师的可持续发展就是满足教师个人的发展需求，又能促进后代人——教育对象学生发展需求的发展。”换言之，教师可持续发展是指这样的一种发展，既能促进教师自身潜力的发挥又能在学生身上得到延续，促进学生潜力的发挥。这一概念具有鲜明的职业色彩。
其次，我认为可持续发展的教师素质构成应包括：职业理想、教育观念即发展指向；知识水平、教学能力即发展能力；以及承载教师可持续发展的身心素质。本文从五个方面，即教学动机、教学效能感、学生发展观、学生观和身心素质对教师的可持续发展系统进行监测。
第三，通过对来自14所学校的272位教师问卷调查，统计分析发现：因学生发展观和身心素质不同导致男女教师可持续发展系统水平产生差异，男教师优于女教师；因学生发展观和学生观不同导致小学教师与其他学段教师可持续发展系统水平产生差异，小学教师低于其他学段的教师；因学生发展观和学生观不同导致中专毕业的教师与其他学历的教师可持续发展系统水平产生差异，中专毕业的教师与他学历的教师有差距；虽然不同教龄段的教师可持续发展系统水平差异不显著，但进一步比较发现，在教学动机和身心素质方面还是有差异的，并且与教龄变化最紧密的是教师的教学效能感；教师可持续发展系统水平与学校类别无关。
在此基础上，为可持续发展的教师素质提升实施方案——继续教育提出对策建议：通过实行小班化教学、重新制定编制和工作量标准、学会自我减压，减轻教师的工作压力是前提；通过改革激励机制、坚持正确的舆论导向、树立人本化培训目标，激发学习动机变“要我学”为“我要学”是关键；通过增设修养性课程、体现综合化的特点、注重交往的教学过程，改革继续教育内容是主要任务；通过制定带薪进修政策、增加多种学习方式、注意随机通达教学，改变继续教育方式是手段。
'The hope of a nation's development is education, the hope of developing education is the teachers'. High-quality education relies on the high-quality teacher. What is the high-quality teacher? Our answer is the teacher with the ability of sustainable development. Under this topic I try to answer the following questions in my thesis: What is the sustainable development of teacher's quality? What are the components of teacher's quality under the frame of sustainable development? What are the current characteristics of sustainable development of teachers in primary and secondary schools? How to improve the quality of teachers via life long education?
Firstly, based on the definition of sustainable development in Our Common Future published in 1987and the conception of development of human being in developing psychology, I define the sustainable development of teacher's quality as development that meets the needs of the personal development of teachers and fosters the development of the students who are the object of education. In other words, the sustainable development should be able to stimulate the potential of teachers, and at the same time be sustainable on students, thus be able to assist the students to develop their own potential. By narrowing down the general definition of sustainable development, this concept is specific and carries the characteristics of the profession of education.
Secondly, I research the components of the sustainable development of teacher: 1) professional ideal and education conception, i.e. the indication of development; 2) education, teaching ability, i.e. the ability of development; 3) and the emotional and physical quality that development may base on. In this thesis, I study the sustainable development of teacher from five aspects: motives of teaching, sense of teaching effectiveness, sense of student development, student cognition and the emotional and physical quality.
Thirdly, I explore the characteristics of sustainable development of teacher based on the first-hand data I collected from 272 teachers from 14 primary and secondary schools. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. Because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers; teachers with secondary school education
background are differentiated from teachers with higher education background; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups; the aspect influenced mostly by age factor is the conception of teaching effectiveness; school type is not related with the sustainable development of teacher.
Based on my research, I make the following suggestions to the practical scheme (the life-long continuous education) aimed at improving of sustainable development of teacher's quality. The premise is to relief the heavy burden of teachers by reducing the class size; re-set the standard of workload and assist teachers to alleviate pressure. The crucial point is to stimulate the motive of studying from the original 'want me to learn' to 'I want to learn'. By doing this, reform should be taken on the encouraging system, good guidance of value should be provided, and, individual oriented training purpose should be established. The major task is to reform the format and content of continuous education through adding of courses on self-accomplishment, implementing of integrated theme of education and focusing on interacted teaching process. The method is to change the approaches of continuous education via formulating regulation of on-job training with payment, verify forms of learning and maintain flexible feedbac
ks from teaching practice.
引文
[1] 许先春．惩罚中的觉醒．内蒙古人民出版社，2001．p17．
[2] 瞿帆．从人口规模优势迈向人才优势卡在哪?中国教育报，2003，2，14．
[3] 钟启泉，崔允淳，张华．为了中华民族的复兴为了每位学生的发展．华东师范大学出版社，2001．p419．
[4] 周毅．跨世纪国略，可持续发展．安徽科学技术出版社，1997．p21．
[5] 刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．p10．
[6] 刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．P21．
[7] 李祖超．发展教育：走向可持续发展的根本大计．北京师范大学学报(社会科学版)，1998(4)
[8] 郝登峰．现代社会人的可持续发展初探．探索，2002(2)．
[9] 潘涌．人的可持续发展与教育转型．教育研究，2001(11)．
[10] 沃建中．教师素质对学生心理的影响．广西右江民族师专学报，2001(9)．
[11] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[12] 林崇德，申继亮．辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[13] 李继峰．继续教育：“点击”人文话语．继续教育，2001(5)．
[14] 乐传永，张夫伟．国外中小学教师继续教育的特点及启示．成人教育学刊，2001(8)．
[15] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[16] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[17] 申继亮，王凯荣．论教师的教学能力．北京师范大学学报(人文社会科学版)，2000(1)．
[18] 沃建中．教师素质对学生心理的影响．广西右江民族师专学报，2001(9)．
[19] 林崇德．发展心理学．北京师范大学出版社，2001．p34．
[20] 肖川．论继续教育有效教学的特征．江苏高教，2001(2)．
1．瞿帆．从人口规模优势迈向人才优势卡在哪?中国教育报，2003，2，14．
2．钟启泉，崔允淳，张华．为了中华民族的复兴为了每位学生的发展．华东师范大学出版社，2001．
3．刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．
4．中国科学远可持续发展研究组．2002中国可持续发展战略报告．科学出版社，2002．
5．中国21世纪议程．中国环境科学出版社，1994．
6．周毅．跨世纪国略，可持续发展．安徽科学技术出版社，1997．
7．张坤民．可持续发展论．中国环境科学出版社，1996．
8．范国睿．可持续发展战略与教育改革．华东师范大学学报，1998(1)．
9．曾琦．教师培训模式的现状分析及改革建议．中国教育学刊，2000(5)．
10．王民．可持续发展教师培训手册．北京师范大学出版社，2000．
11．刘序明．关于大学后教育的几点认识．清华大学教育研究，1999(10)．
12．O．F博尔诺夫．教育人类学．华东大学出版社，1999．
13．袁方．社会研究方法教程．北京大学出版社，2003．
14．王重明．心理学研究方法．人民教育出版社，2000．
15．陈琦，刘儒德．当代教育心理学．北京师范大学出版社，2000．
16．裴娣娜．教育研究方法导论．安徽教育出版社，2002．
17．联合国教科文组织，国际教育发展委员会．学会生存．教育科学出版社，2000．
18．联合国教科文组织，国际教育发展委员会．教育——财富蕴藏其中．教育科学出版社，2000．
19．夸美纽斯．大教学论．教育科学出版社，2001．
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21．张厚璨．心理与教育统计．甘肃人民出版社，1999．
22．高志敏．继续教育概念辨析．继续教育，2001(3)．
23．徐玉珍．可持续发展与基础教育的革新．教育研究，1999(10)．
24．肖川．教育必须关注完整的人．清华大学教育研究，2001(3)．
25．李济英．世界教育发展趋势．北京大学出版社，1999．
26．张诗亚．论教育发展从以物为中心到以人为中心的转换．教育评论，2001(2)．
27．欧阳丽．多元化的培训模式及国际化发展趋势．继续教育，2002(1)．
28．项贤明．论教育与人的发展资源．中国教育学刊，1996(1)．
29．朱益明．当前中小学教师培训工作中的几个问题．上海教育科研，2001(7)．
30．成银生．对继续教育面临新发展的思考．继续教育．2001(4)．
31．高明书．教师心理学．人民教育出版社，1999．
[2] 瞿帆．从人口规模优势迈向人才优势卡在哪?中国教育报，2003，2，14．
[3] 钟启泉，崔允淳，张华．为了中华民族的复兴为了每位学生的发展．华东师范大学出版社，2001．p419．
[4] 周毅．跨世纪国略，可持续发展．安徽科学技术出版社，1997．p21．
[5] 刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．p10．
[6] 刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．P21．
[7] 李祖超．发展教育：走向可持续发展的根本大计．北京师范大学学报(社会科学版)，1998(4)
[8] 郝登峰．现代社会人的可持续发展初探．探索，2002(2)．
[9] 潘涌．人的可持续发展与教育转型．教育研究，2001(11)．
[10] 沃建中．教师素质对学生心理的影响．广西右江民族师专学报，2001(9)．
[11] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[12] 林崇德，申继亮．辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[13] 李继峰．继续教育：“点击”人文话语．继续教育，2001(5)．
[14] 乐传永，张夫伟．国外中小学教师继续教育的特点及启示．成人教育学刊，2001(8)．
[15] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[16] 林崇德，申继亮，辛涛．教师素质的构成及其培养途径．中国教育学刊，1996(6)．
[17] 申继亮，王凯荣．论教师的教学能力．北京师范大学学报(人文社会科学版)，2000(1)．
[18] 沃建中．教师素质对学生心理的影响．广西右江民族师专学报，2001(9)．
[19] 林崇德．发展心理学．北京师范大学出版社，2001．p34．
[20] 肖川．论继续教育有效教学的特征．江苏高教，2001(2)．
1．瞿帆．从人口规模优势迈向人才优势卡在哪?中国教育报，2003，2，14．
2．钟启泉，崔允淳，张华．为了中华民族的复兴为了每位学生的发展．华东师范大学出版社，2001．
3．刘培哲．可持续发展理论与中国21世纪议程．气象出版社，2001．
4．中国科学远可持续发展研究组．2002中国可持续发展战略报告．科学出版社，2002．
5．中国21世纪议程．中国环境科学出版社，1994．
6．周毅．跨世纪国略，可持续发展．安徽科学技术出版社，1997．
7．张坤民．可持续发展论．中国环境科学出版社，1996．
8．范国睿．可持续发展战略与教育改革．华东师范大学学报，1998(1)．
9．曾琦．教师培训模式的现状分析及改革建议．中国教育学刊，2000(5)．
10．王民．可持续发展教师培训手册．北京师范大学出版社，2000．
11．刘序明．关于大学后教育的几点认识．清华大学教育研究，1999(10)．
12．O．F博尔诺夫．教育人类学．华东大学出版社，1999．
13．袁方．社会研究方法教程．北京大学出版社，2003．
14．王重明．心理学研究方法．人民教育出版社，2000．
15．陈琦，刘儒德．当代教育心理学．北京师范大学出版社，2000．
16．裴娣娜．教育研究方法导论．安徽教育出版社，2002．
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