农村教师校本教研中同伴互助的调查研究

发布时间：2018-04-04 21:33

本文选题：农村教师　切入点：校本教研　出处：《西北师范大学》2015年硕士论文

【摘要】：近年来,随着我国基础教育课程改革的推广和普及,人们把对提高教育质量的要求逐渐从校外转向校内,改变教育质量从教师开始,对教师的理论学习、科研素养、专业发展都提出了新的要求。在此背景下,校本教研的出现给学校及教师专业发展带来了良好的机遇。校本教研的三种主要形式是教师个体的自我反思、教师集体的同伴互助和研究人员的专业引领。其中,教师同伴互助被认为是校本教研的灵魂和标志,是校本教研中最主要的形式,是促进教师专业发展的有效手段。但是,目前关于校本教研三大要素之一的教师同伴互助的研究并不多,而对于农村教师的同伴互助的研究更是少之又少。本研究随机选取某市三所农村学校的所有教师作为研究对象,从农村教师对同伴互助的态度、农村教师同伴互助的组织形式、农村教师同伴互助的内容、农村教师同伴互助的效果以及农村教师同伴互助的保障条件等五个维度,自编了问卷《农村学校校本教研中教师同伴互助的开展情况问卷调查》。在问卷调查的基础上,笔者对农村学校共五位教师进行深度访谈和观察,其中一位是校长,一位是初任教师,一位是骨干教师和两位同伴互助实施良好的互助伙伴,深入了解农村教师同伴互助的现状。通过分析问卷和访谈资料,发现农村教师校本教研中同伴互助存在的问题主要有:农村初任教师同伴互助的需求得不到满足;农村教师同伴互助形式单一、农村教师同伴互助缺乏内容性;同伴互助没有得到教师个人反思和专业引领的配合;农村教师同伴互助得不到相应的保障。针对农村教师同伴互助存在的问题,分析问题存在的原因并提出以下建议:提高农村教师同伴互助的主动性;重视农村教师同伴互助形式的多样化;丰富农村教师同伴互助的内容;增强农村教师同伴互助的实效性;创建合理的保障机制,确保教师间的同伴互助等。
[Abstract]:In recent years, with the popularization and popularization of the basic education curriculum reform in our country, people gradually change the requirement of improving the quality of education from outside school to the school, and change the quality of education from the teacher's beginning, to the teacher's theory study, the scientific research accomplishment.New requirements have been put forward for professional development.In this context, the emergence of school-based teaching and research for schools and teachers professional development brought good opportunities.The three main forms of school-based teaching and research are self-reflection of individual teachers, mutual help of teachers' collective peers and professional guidance of researchers.Among them, teacher peer assistance is regarded as the soul and symbol of school-based teaching and research, the most important form of school-based teaching and research, and an effective means to promote teachers' professional development.However, there are few researches on peer mutual aid of teachers, which is one of the three elements of school-based teaching and research, and the research on peer mutual assistance of rural teachers is even less.This study randomly selected all the teachers from three rural schools in a certain city as the research object, from the perspective of the attitude of rural teachers towards peer mutual assistance, the organizational form of rural teachers' peer mutual assistance, and the content of rural teachers' peer mutual assistance.The effect of rural teachers' peer mutual assistance and the guarantee conditions of rural teachers' peer mutual assistance were investigated in this paper. The questionnaire was compiled by the author as follows: a questionnaire survey on teachers' peer mutual assistance in school-based teaching and research in rural schools.On the basis of the questionnaire survey, the author conducted in-depth interviews and observations on five teachers in rural schools. One of them is a principal, one is a new teacher, the other is a backbone teacher and two peers to carry out good mutual aid.Deeply understand the current situation of rural teachers' peer assistance.Through the analysis of questionnaire and interview data, it is found that the main problems of peer mutual assistance in school-based teaching and research of rural teachers are: the needs of rural initial teachers' peer mutual assistance are not met; the form of rural teachers' peer mutual assistance is single.Rural teachers lack of content of peer mutual assistance; peer mutual assistance is not supported by teachers' personal reflection and professional guidance; rural teachers' peer mutual assistance can not be guaranteed accordingly.In view of the problems existing in rural teachers' peer mutual assistance, this paper analyzes the causes of the problems and puts forward the following suggestions: to improve the initiative of rural teachers' peer mutual assistance, to attach importance to the diversification of rural teachers' peer mutual assistance forms;Enrich the content of rural teachers' peer mutual assistance; enhance the effectiveness of rural teachers' peer mutual assistance; create a reasonable security mechanism to ensure peer mutual assistance among teachers.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G637.2

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