教研组活动对教师发展的影响研究：上海市天山新村第二幼儿园个案研究

发布时间：2018-08-14 18:21

【摘要】：为了谋求教育质量的提升，人们对教育改革寄予了很大的希望，但历史的经验已经让人们认识到教育质量的提升，最终是需要通过教师来完成的，离开了教师的支持，改革就很难取得成效。人们对教育的期望越高，对教育的质量要求就越高，最终对教师的要求也就越来越高。因此，教师就面临一个自身发展的问题。在当前的教育背景下，在实践中探寻一条有效地促进教师发展的途径，无论是对于面临诸多压力和挑战的教师、教师所任职的幼儿园、还是教育改革的倡导者，都具有非常现实的意义。本研究以一个幼儿园为个案，对其教研组活动进行了详细的描述和考察，试图揭示教研组活动对教师发展影响的过程及其结果，并进一步说明以合作为基础的教师发展所具有的现实意义。 本研究采用个案研究法，所确定的个案是上海市天山新村第二幼儿园。通过实地观察、访谈以及查阅相关材料来获得各种资料，通过对观察资料、访谈资料以及教师参与教研组活动的总结等资料的仔细研究，提炼出相关的主题和观点，并对这些主题和观点进行归并、整理和分析，在此基础上形成本论文。 论文以生态取向的教师发展理论、“教师集体”理论和同伴指导理论作为理论基础。生态取向的教师发展理论把教师发展放在教师专业活动的大背景中来考察，为教师发展寻求一种合适的土壤，通过构建一种合作的文化为教师发展提供支持；“教师集体”理论强调的是教师群体之间的合作关系，教师群体之间和谐的氛围，教师群体之间所共享的价值、共同的理解；同伴指导理论核心的观念是建立真正的教师之间的合作与伙伴关系，同伴指导是教师发展的重要的行动策略之一。这些理论为解读教研组活动提供了很好的视角。 论文对教研组活动作了具体的描述。教研组的组织与制度是教研组活动对教师发展得以产生影响的一个前提条件，，教研组的组织方式不同，其对教师发展的影响面就存在巨大的差异。 教研组活动的职能是教研组实际上发挥的职责与功能。以年级组为依托建立起来的教研组负有对教师管理的职责；作为交流的平台、学习的课堂和教师培训的基地，教研组活动是指向教师群体发展的。 教研组的运作过程就是教研组活动对教师发展的影响过程。轮流主持让教师面临着挑战，同时也给了教师一个发展自我能力的机会；交流与沟通是教研组活动对教师发展产生影响的关键所在，但教研组中的权力关系和教研组活动中的一 些“习俗”给教师交流的流畅性带来了很大的威胁;教师在教研组活动中的心理 顾虑，对整个教研组的氛围具有很大的制约作用。 通过经验分享和互相学习，教研组活动对教师发展的影响具体表现为:(l) 业务水平的提高;(2)理论素养的提升;(3)反思与自我学习能力的增强;(4) 团队凝聚力的培养。 论文通过对有效的教师发展活动的分析，提出了教研组活动改进的建议:(l) 目的指向:教育、保育研究与教师发展;(2)关注教师所面临的教育教学问题; (3)采取轮流主持与中心发言的活动方式;(4)屏蔽身份与资历对“发言”的 影响;(5)凸显所形成的“共识”0
[Abstract]:In order to improve the quality of education, people place great hopes on the reform of education, but the historical experience has made people realize that the improvement of the quality of education is ultimately achieved through teachers. Without the support of teachers, the reform is difficult to achieve results. Therefore, teachers are faced with a problem of their own development. Under the current educational background, we should explore an effective way to promote the development of teachers in practice, whether it is for teachers facing many pressures and challenges, kindergartens for teachers, or advocates of educational reform. This study takes a kindergarten as a case to describe and investigate the activities of the teaching and research group in detail, trying to reveal the process and results of the influence of the activities of the teaching and Research Group on the development of teachers, and to further illustrate the practical significance of teacher development based on cooperation.
This study adopts the method of case study. The case is the second kindergarten in Tianshan New Village, Shanghai. Through on-the-spot observation, interviews and consulting relevant materials to obtain a variety of information, through careful study of observation data, interview data and the summary of teachers'participation in the activities of the teaching and research group, the relevant themes and viewpoints are refined. These themes and viewpoints should be merged, sorted and analyzed.
Based on the eco-oriented theory of teacher development, teacher collective theory and peer guidance theory, this paper examines teacher development in the context of teachers'professional activities, seeks a suitable soil for teacher development, and proposes a cooperative culture for teacher development. "Teachers'Collective" theory emphasizes the cooperative relationship among teachers, the harmonious atmosphere among teachers, the shared value and common understanding among teachers; the core concept of peer guidance theory is to establish real cooperation and partnership among teachers, and peer guidance is important for teacher development. One of the action strategies. These theories provide a good perspective for interpreting the teaching and research group activities.
The organization and system of teaching and research group is a prerequisite for the influence of teaching and research group activities on teachers'development.
The function of the teaching and research group is actually the responsibility and function of the teaching and research group.
The operation process of the teaching and research group is the influence process of the activities of the teaching and Research Group on the development of teachers.Rotating hosting gives teachers a challenge and an opportunity to develop their own abilities.Exchange and communication are the key to the influence of the activities of the teaching and Research Group on the development of teachers. One
Some "customs" pose a great threat to the fluency of teachers'communication; teachers' psychology in the activities of research groups
Worry has great restriction on the atmosphere of the whole teaching and research group.
Through experience sharing and mutual learning, the impact of teaching and research group activities on teacher development is as follows: (L)
(2) improvement of theoretical literacy; (3) reflection and enhancement of self-learning ability; (4)
The cultivation of team cohesion.
Based on the analysis of effective teacher development activities, the paper puts forward suggestions for improving the teaching and research group activities: (L)
Aim: education, conservation research and teacher development; (2) concerned about the problems of education and teaching faced by teachers;
(3) the way to take turns to host and speak to the centre; (4) shielding the identity and qualifications of "speaking".
Influence; (5) highlighting the "consensus" formed by 0.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G619.2

【引证文献】

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4 刘程程;基于教师学习共同体的问题驱动式学习方式研究[D];东北师范大学;2010年

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