专家型教师视野下小学教育专业硕士教育实践的现状研究

发布时间：2018-03-12 19:44

本文选题：专家型教师　切入点：小学教育专业硕士　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：小学教师作为基础教育改革与发展的推动者,在新课程改革中发挥着重要的作用。专家型教师是教育发展的丰富资源和宝贵财富,不仅对教师个体的专业发展具有榜样和示范作用,对现代教师队伍的整体建设也具有重大的导向和辐射意义。小学教育专业培养的终极目标指向的是专家型教师。教育实践作为小学教育专业硕士成长为专家型教师的必要环节,有利于小学教育专业硕士将理论知识运用到实践,并在实践中不断形成专业情意、丰富理论知识、提高专业技能,对于专家型教师的职前培养来说发挥着不可忽视的作用。本研究以教师实践性知识观和协同创新理论为理论基础,以教育部关于教师教育、师范生教育实践的相关政策为指导,根据专家型教师的特点,结合C师范大学小学教育专业的培养方案和专家型教师的培养途径,以C师范大学的全日制小学教育专业硕士为研究对象,从教育实践的三大模块(教育见习、教育实习、教育研习)和四维结构(目标和内容、实施、指导、评价)进行问卷调查。同时,对12名全日制小学教育专业硕士、8位教育实践指导教师以及4位相关领导进行深入访谈,了解到C师范大学小学教育专业硕士教育实践的现状。调查发现,C师范大学小学教育专业硕士的教育实践取得了以下成效:1.教育见习、实习的内容要求全面;2.教育实践方式多元,有助于小学教育专业硕士的专业情意与专业技能的发展;3.注重学生理论知识的积累与实践能力的提高,为高效的教育实践奠定基础;4.教育实践指导注重双导师共育;5.教育实践评价方式多元,着力于小学教育专业硕士反思能力的提高。但是仍存在不少问题:1.教育实践的目标部分偏离了专家型教师的培养;2.少数小学教育专业硕士班级管理和课堂教学的实践不够;3.教育实践中的实际操作在一定程度上与培养方案不符;4.教育研习的关键作用没有得到很好发挥;5.教育实践双导师的主动意识、合作意识有待提高;6.教育实践考核评价主体较单一。通过深入分析,造成以上问题的原因主要包括教育实践规范、教育实践的主体(小学教育专业硕士和教师)以及教育实践的保障(基地建设、激励制度)三个方面:1.教育实践的系统性设计需要不断完善;2.小学教育专业硕士自身的专业素养不够;3.小学教育专业硕士在教育实践中缺乏主体性;4.校内教育实践指导教师疏于对小学教育专业硕士的指导;5.提供的实践场地不足;6.自主实习学校审核不够严格;7.缺乏教育实践的激励制度。要增强教育实践的质量,为小学教育专业硕士营造更好的成长为专家型教师环境,可以从学校的教育实践规范、教育实践基地、教育实践的主体(教师和小学教育专业硕士)、实施、评价五个方面进行努力:1.建构系统的教育实践目标和内容体系,更加重视小学教育专业硕士创新能力的培养;2.协同建设高质量的教育实践基地,提高小学教育专业硕士的专业能力;3.树立协同教学理念,有效落实双导师制,保障小学教育专业硕士的专业成长;4.小学教育专业硕士角色的主动转化,体现专业发展的主体性;5.规范教育实践的实施,促进小学教育专业硕士知识与能力的深度融合;6.完善多方参与的全过程教育实践考核评价方式,促进小学教育专业硕士的专业成长;7.采用灵活的奖励机制,调动师生双方的积极性。
[Abstract]:Primary school teachers for basic education reform and development enabler, plays an important role in the new curriculum reform. The expert teacher is the educational development of the rich resources and precious wealth, not only has an example and demonstration effect on the professional development of individual teachers, the overall construction of modern teacher team also has the guiding significance and radiation. The ultimate goal of primary school education refers to expert teachers. The educational practice as primary school education professional master's growth as the necessary link of expert teachers, primary school education will be conducive to master theoretical knowledge into practice, and in practice continue to form professional affection, rich theoretical knowledge, improve their professional skills, to cultivate the expert teacher pre service is playing a role can not be ignored. In this study, teachers' practical knowledge and collaborative innovation theory as the theoretical basis, to teach The Ministry of education on teacher education, normal education policy practice as a guide, according to the characteristics of expert teachers, combined with the training of C Normal University primary school education professional training programs and expert teachers in the way to master professional full-time primary school education C Normal University as the research object, from the three modules of educational practice (educational probation, educational practice, educational study) and four-dimensional structure (target and content, implementation, guidance, evaluation) conducted a questionnaire survey. At the same time, the 12 full-time professional master education of primary school teachers, 8 educational practice guidance and 4 relevant leaders conducted in-depth interviews, to understand the status of C Normal University primary school education professional master education practice. The survey found that the practice of primary school education professional master education C Normal University has achieved the following results: 1. education internship, internship content requires a comprehensive educational practice mode; 2. yuan, help The development of professional affection and professional skills in primary school education professional master; 3. students focus on the accumulation of theoretical knowledge and practice ability, to lay the foundation for effective educational practice; 4. educational practice guidance on double tutor training; education practice evaluation 5. yuan, focus on primary school education professional master's reflection ability. But there are still many problems: part 1. goal of educational practice from the cultivation of expert teachers; practice master 2. minority primary school class management education and classroom teaching and training program is not enough; do not match the actual operation of 3. educational practice to a certain extent; the key role of 4. education study has not been good to play; 5. the educational practice active consciousness double tutors, cooperative awareness needs to be improved; 6. education practice evaluation body is single. Through in-depth analysis, the above problems mainly due to the package The education practice, the main educational practice (primary school education professional master and teachers) and security education practice (incentive system of base construction, three) design in 1. aspects: system of educational practice need to constantly improve the professional master education in primary school; 2. of their professional literacy is not enough; 3. primary school education professional master's lack of subjectivity in the in the practice of education guidance; 4. school educational practice guidance teachers neglect of primary school education professional master; less than 5. of practice site; 6. independent schools are not strictly audit; 7. the lack of educational practice incentive system. To enhance the quality of teaching practice for primary school education professional master, to create a better environment for the growth of expert teachers from the practice of education, can regulate the school education practice base, the main body of educational practice (teachers and primary school education professional master), implementation, evaluation of five aspects: 1. Practice of education goal and content system construction system, pays more attention to the training of primary school education professional master's innovation ability; 2. cooperative education practice base construction of high quality, improve the professional master of primary school education professional ability; 3. to establish collaborative teaching concept, the effective implementation of the Double Tutorial System for primary school education, master of professional security professional growth; active transformation 4. primary school education of master of professional role, subjectivity of professional development; the implementation of the 5. standard educational practice, promote the integration of primary school education professional master of knowledge and ability in depth; 6. to improve the whole process of education practice evaluation of multi-party participation and promote the professional growth of primary school education professional master; 7. the use of incentive mechanism flexible, mobilize the enthusiasm of both teachers and students.

【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G643;G62-4

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