好教师的具体形象图
发布时间：2019-05-26 23:55
【摘要】：随着世界各国教育改革的开展及不断深入,人们越来越认识到教师在教育发展以及改革中的重要作用。因此,在世界各国的教育改革中,对教师的关注度越来越高,无不把教师教育改革、提高教师素质作为教育改革的核心问题,不断尝试改革师范生培养体制、教师继续教育机制,其目的就在于提高教师的素质,其实也就是培养好教师。在理论界,不少学者在研究教师教育改革,为教师教育改革的实践提供科学有效的方法和途径；更多的学者研究教师本身,比如教师的知识结构、教师的专业发展、教师的职业道德(有学者称其为教师的专业伦理)、教师心理健康、教师的实践知识、经验、教育信念等,这些研究的目的同样都是指向“提高教师的素质”这一目标的,而“提高教师的素质”这一目标的最终指向是培养“好教师”。 学生需要好教师,学校需要好教师,教育需要好教师,为了满足这些需要,学术界的专家和国家教育机关一直在努力研究和实践同一个课题：怎样才能培养出好教师。而只有把什么样的教师是一个好教师以及一个教师之所以成为一个好教师的关键因素是什么这两个问题解决了,才能进一步解决如何培养好教师这一问题。 本研究运用叙事探究的方法,把目光投向好教师正常工作的情景、言语和行为,试图描绘出一幅好教师的具体形象图,因为只有这样具体的形象图才能让那些准教师以及想成为好教师的教师对“好教师”有一个清晰而深刻的认识。本文并无意提出普适性的“好教师”的标准以及成长规律,而是勾勒出一幅“好教师”的具体形象图,展现出“好教师”的样子及其成为“好教师”的因素。 本研究讲述了两位同学科、同学段、不同教龄的好教师的故事,勾勒出两幅不同的画面。期望由此了解“好教师”的构成因素以及成为“好教师”的关键因素。本研究中的两位好教师所呈现出来的形象图的构成的主要因素有：热爱学生、理解学生、为学生着想；性格比较和蔼、具有亲和力、不苛刻、对自己要求较高且很认真；有着自己的教育信念,并用自己的教育信念来指导自己的教育行为。本研究发现成为一个好教师的关键因素主要有人格因素和行为因素。人格因素包括职业理想、教育爱、教育良心和敬业品质。行为因素包括学习和反思。人格因素的作用更为重要。在本文的最后,对本研究最初提出的研究问题做出了回答,并提出了在研究中产生的新的问题。
[Abstract]:With the development and deepening of educational reform in the world, people more and more realize the important role of teachers in the development and reform of education. Therefore, in the educational reform of all countries in the world, more and more attention has been paid to teachers. All of them regard the reform of teacher education and improve the quality of teachers as the core issues of educational reform, and constantly try to reform the training system of normal students. The purpose of teachers' continuing education mechanism is to improve the quality of teachers, that is, to train good teachers. In the theoretical circle, many scholars are studying the reform of teacher education, which provides scientific and effective methods and ways for the practice of teacher education reform. More scholars study teachers themselves, such as teachers' knowledge structure, teachers' professional development, teachers' professional ethics (some scholars call them teachers' professional ethics), teachers' mental health, teachers' practical knowledge, experience, educational beliefs, and so on. The purpose of these studies is also to "improve the quality of teachers", and the ultimate goal of "improving the quality of teachers" is to train "good teachers". Students need good teachers, schools need good teachers, education needs good teachers. In order to meet these needs, academic experts and national educational institutions have been trying to study and practice the same topic: how to train good teachers. Only by solving what kind of teacher is a good teacher and what are the key factors for a teacher to become a good teacher can we further solve the problem of how to train a good teacher. This study uses the method of narrative inquiry to focus on the situation, speech and behavior of a good teacher's normal work, and tries to depict a concrete image of a good teacher. Because only in this way can the prospective teachers and the teachers who want to be good teachers have a clear and profound understanding of the "good teachers". This paper does not intend to put forward the universal standard of "good teacher" and the law of growth, but to outline a specific image map of "good teacher", showing the appearance of "good teacher" and the factors that become "good teacher". This study tells the story of two good teachers in the same subject, classmate section and different teaching age, and outlines two different pictures. It is expected to understand the constituent factors of "good teacher" and the key factors of becoming "good teacher". The main factors of the image map presented by the two good teachers in this study are as follows: love the students, understand the students, think of the students, have a kind personality, have affinity, not harsh, and ask for themselves very seriously. Have their own educational beliefs, and use their own educational beliefs to guide their own educational behavior. This study found that the key factors to become a good teacher are personality factors and behavioral factors. Personality factors include professional ideal, educational love, educational conscience and dedication. Behavioral factors include learning and reflection. The role of personality factors is more important. At the end of this paper, the initial research questions raised in this study are answered, and new questions arising in the study are put forward.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1
本文编号：2485737
[Abstract]:With the development and deepening of educational reform in the world, people more and more realize the important role of teachers in the development and reform of education. Therefore, in the educational reform of all countries in the world, more and more attention has been paid to teachers. All of them regard the reform of teacher education and improve the quality of teachers as the core issues of educational reform, and constantly try to reform the training system of normal students. The purpose of teachers' continuing education mechanism is to improve the quality of teachers, that is, to train good teachers. In the theoretical circle, many scholars are studying the reform of teacher education, which provides scientific and effective methods and ways for the practice of teacher education reform. More scholars study teachers themselves, such as teachers' knowledge structure, teachers' professional development, teachers' professional ethics (some scholars call them teachers' professional ethics), teachers' mental health, teachers' practical knowledge, experience, educational beliefs, and so on. The purpose of these studies is also to "improve the quality of teachers", and the ultimate goal of "improving the quality of teachers" is to train "good teachers". Students need good teachers, schools need good teachers, education needs good teachers. In order to meet these needs, academic experts and national educational institutions have been trying to study and practice the same topic: how to train good teachers. Only by solving what kind of teacher is a good teacher and what are the key factors for a teacher to become a good teacher can we further solve the problem of how to train a good teacher. This study uses the method of narrative inquiry to focus on the situation, speech and behavior of a good teacher's normal work, and tries to depict a concrete image of a good teacher. Because only in this way can the prospective teachers and the teachers who want to be good teachers have a clear and profound understanding of the "good teachers". This paper does not intend to put forward the universal standard of "good teacher" and the law of growth, but to outline a specific image map of "good teacher", showing the appearance of "good teacher" and the factors that become "good teacher". This study tells the story of two good teachers in the same subject, classmate section and different teaching age, and outlines two different pictures. It is expected to understand the constituent factors of "good teacher" and the key factors of becoming "good teacher". The main factors of the image map presented by the two good teachers in this study are as follows: love the students, understand the students, think of the students, have a kind personality, have affinity, not harsh, and ask for themselves very seriously. Have their own educational beliefs, and use their own educational beliefs to guide their own educational behavior. This study found that the key factors to become a good teacher are personality factors and behavioral factors. Personality factors include professional ideal, educational love, educational conscience and dedication. Behavioral factors include learning and reflection. The role of personality factors is more important. At the end of this paper, the initial research questions raised in this study are answered, and new questions arising in the study are put forward.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G451.1
【引证文献】
相关期刊论文 前1条
1 宋坤;;大班幼儿眼中好老师形象研究[J];早期教育(教科研版);2013年01期
，本文编号：2485737
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