农村小学教师学习的学校支持研究

发布时间：2018-05-19 04:02

本文选题：教师学习 + 农村小学教师学习　；参考：《扬州大学》2017年硕士论文

【摘要】：随着终身教育理念的兴起与发展、学习型社会的构建,教育的改革与创新呼声高涨,对教师的要求越来越高,教师的专业发展近年来备受关注,而作为促进教师专业发展基础和前提的教师学习也引起教育界的高度重视,尤其是对农村小学教师弱势群体的关注。农村小学教师占据教师群体的大部分且处于边缘位置,为了提高教师整体的质量,对农村小学教师的发展培训固然重要,更重要的是体现教师主体性的教师学习。对于农村小学教师的学习首先是要有学校的支持,是促进农村小学教师专业发展的最基本的保障。农村小学教师学习的学校支持是指农村小学为了提升教师专业素养,以教师为本,为教师学习提供各种支持和服务。本研究以盐城市B县五所农村小学教师为研究对象,对农村小学教师学习的学校支持情况进行研究。明确农村小学教师学习的学校支持的内涵,并通过文献法对教师学习、农村教师学习、农村小学教师学习、农村小学教师学习的学校支持的相关文献进行整理,采用问卷调查法、访谈法对农村小学教师学习的制度支持、农村小学教师学习的条件支持、农村小学教师学习的内容支持、农村小学教师学习的活动支持、农村小学教师学习的心理支持、农村小学教师学习的评估支持六方面进行现状调查,发现农村小学教师学习主要存在以下问题:学习制度支持形同虚设、学习条件支持不足、学习内容支持偏理论指导、学习活动支持流于形式、学习心理支持欠缺、学习评估支持过于功利等问题,形成这些问题的主要原因是:农村小学校长的学习领导力弱化、农村小学的经费短缺、农村小学受功利教育理念的长期侵蚀。针对以上问题及已有的相关研究,从以下七个方面提出农村小学教师学习的学校支持的改进策略:一、完善学习制度并反馈执行效果,发挥制度支持的导向作用;二、增加投入并整合农村小学多种学习资源,丰富条件支持;三、理论知识与实践知识相融合,构建“理实一体”的内容支持体系;四、注重参与式管理,加强活动支持的实效性;五、农村小学校长要做“欣赏型领导者”,提供教师学习的心理支持;六、构建合理的学习评价体系,适应评价支持的发展性原则;七、合理借鉴国外农村教师学习的学校支持相关经验。
[Abstract]:With the rise and development of the concept of lifelong education, the construction of a learning society, the rising demand for education reform and innovation, the higher and higher demands on teachers, the professional development of teachers has attracted much attention in recent years. As the foundation and premise of promoting teachers' professional development, teachers' learning has also attracted great attention from the educational circles, especially on the disadvantaged groups of rural primary school teachers. Rural primary school teachers occupy most of the teacher group and are on the edge. In order to improve the overall quality of teachers, the development of rural primary school teachers training is not only important, but more important is the teacher learning which embodies the teacher's subjectivity. The study of rural primary school teachers should be supported by schools, which is the most basic guarantee to promote the professional development of rural primary school teachers. School support for rural primary school teachers learning refers to the rural primary schools in order to improve teachers' professional literacy, teacher-oriented, for teachers to provide all kinds of support and services. In this study, the teachers of five rural primary schools in Yancheng County B were taken as the research objects to study the school support of rural primary school teachers. The connotation of school support for rural primary school teachers' learning is clarified, and the relevant documents about teachers' learning and school support for rural primary school teachers' learning are sorted out by literature method. Using questionnaire survey and interview to support the system of rural primary school teachers' learning, the conditions of rural primary school teachers' learning, the content support of rural primary school teachers' learning, and the support of rural primary school teachers' learning activities. The psychological support of rural primary school teachers' learning and the evaluation support of rural primary school teachers' learning are investigated in six aspects. It is found that the main problems in rural primary school teachers' learning are as follows: the support of learning system is empty, and the support of learning conditions is insufficient. The main reasons for these problems are the weakening of the learning leadership of rural primary school principals, the partial theoretical guidance of learning content support, the lack of learning psychological support, the excessive utilitarianism of learning evaluation support, and so on. Rural primary school funding shortage, rural primary schools by the concept of utilitarian education long-term erosion. In view of the above problems and related studies, this paper puts forward the improvement strategies of the rural primary school teachers' school support from the following seven aspects: first, improve the learning system and feedback the effect of implementation; second, give play to the guiding role of system support; Increase input and integrate various learning resources in rural primary schools, enrich conditional support; third, integrate theoretical knowledge with practical knowledge, construct a content support system of "integration of theory and practice"; fourth, pay attention to participatory management and strengthen the effectiveness of activity support; Fifth, rural primary school principals should be "appreciative leaders" to provide psychological support for teachers' learning; sixthly, build a reasonable learning evaluation system to adapt to the developmental principles of evaluation support; seventh, Learn from the relevant experiences of foreign rural teachers' school support.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G625.1

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