小学校本教研中教师参与态度的影响因素研究

发布时间：2018-01-31 08:36

本文关键词： 校本教研教师参与态度影响因素　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：校本教研伴随着新课程改革而生,以教师及学校所面对的各种教学实践问题为研究对象,教师为研究主体,以解决具体的实际教育问题为目标,以教师与学生的共同发展为宗旨,是实现教师专业化、提升学校教学质量、推进新课程实施的有效途径。因此,在我国新课程改革的大背景下,校本教研的发展倍受关注。校本教研中,一线教师作为研究主体,在教研活动中扮演着非常重要的角色。教师的参与态度直接决定了校本教研活动的有效性。但是在现实中,大多数一线教师因忙于教学工作,在校本教研活动中表现的不够积极主动,影响校本教研的顺利实施。而且,笔者发现,我国关于校本教研的研究成果比较丰富,但在教师参与校本教研活动态度方面的研究比较缺乏。基于上述原因,本研究运用观察法、非结构式访谈法和问卷调查法,以武汉市东西湖区三所小学教师为研究对象,采用定量与定性分析相结合的方法,从教师主体的认知、情感、行为倾向三个方面来了解小学教师参与校本教研活动的态度。在了解教师整体参与态度的基础上,对三所小学教师不同的参与态度进行对比研究,结合笔者的实地考察与访谈资料,分析三所小学教师在校本教研参与态度问题上,认知、情感、行为意向三方面的差异,探讨可能影响教师在校本教研中参与态度的原因,并提出相应的建议。调查结果显示,当前小学校本教研活动中存在许多急需解决的问题,教师对教研活动的参与态度也并不乐观;教师参与校本教研活动的态度受诸多因素的影响:首先,从教师自身层面来看,教师的专业知识与能力、教师对校本教研活动的认知以及教师的工作量和时间多少都是影响教师参与态度的基本因素;第二,从学校层面来看,学校对校本教研活动的重视程度以及对教研活动内容的设置也是影响教师参与态度的基本因素。在本研究的调查中,所有影响教师参与校本教研态度的因素,最终都会指向情感维度。参与态度积极的教师是因为得到了收获,获得成就感,体会到教研活动的价值和意义,从更变得更加积极;参与态度消极的教师,在积极的参与者在校本教研中。因此,要提高教师参与校本教研的积极性,就必须消除教师的消极情感体验,提高教师的积极情感体验。
[Abstract]:School-based teaching and research is born with the new curriculum reform. Teachers and schools are faced with a variety of teaching practice problems as the research object, teachers as the main body of research, to solve specific practical education problems as the goal. Aiming at the common development of teachers and students, it is an effective way to realize the specialization of teachers, improve the quality of school teaching and promote the implementation of the new curriculum. Therefore, under the background of the new curriculum reform in our country. The development of school-based teaching and research has attracted much attention. In school-based teaching and research, front-line teachers are the main body of research. Teachers' participation attitude directly determines the effectiveness of school-based teaching and research activities, but in reality, most front-line teachers are busy teaching work. In the school-based teaching and research activities are not active enough to affect the smooth implementation of school-based teaching and research. Moreover, the author found that our research on school-based teaching and research results are relatively rich. However, there is a lack of research on teachers' attitude towards school-based teaching and research activities. Based on the above reasons, this study uses observation method, unstructured interview method and questionnaire method. Taking the teachers of three primary schools in Dongxihu District of Wuhan City as the research object, using the method of combining quantitative and qualitative analysis, from the teachers' cognition and emotion. On the basis of understanding the attitude of teachers' participation in school-based teaching and research activities, this paper makes a comparative study on the different attitude of teachers' participation in the three primary schools. Combined with the author's field investigation and interview data, this paper analyzes the differences of three primary school teachers' attitude towards school-based teaching and research, cognition, emotion and behavior intention. This paper probes into the reasons that may affect teachers' attitude towards participation in school-based teaching and research, and puts forward corresponding suggestions. The investigation results show that there are many problems that need to be solved in school-based teaching and research activities in primary schools. Teachers' attitude towards the participation of teaching and research activities is not optimistic. The attitude of teachers to participate in school-based teaching and research activities is influenced by many factors: first of all, from the teacher's own level, teachers' professional knowledge and ability. Teachers' cognition of school-based teaching and research activities as well as teachers' workload and time are the basic factors that affect teachers' attitude towards participation. Second, from the school level, the importance of school-based teaching and research activities and the content of teaching and research activities are also the basic factors that affect the attitude of teachers to participate. All the factors that affect teachers' attitude towards school-based teaching and research will eventually point to the emotional dimension. The positive teachers' participation attitude is because they get the harvest, get the sense of achievement and realize the value and significance of the teaching and research activities. From becoming more active; In order to improve teachers' enthusiasm to participate in school-based teaching and research, it is necessary to eliminate teachers' negative emotional experience and improve teachers' positive emotional experience.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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