中学理科教师教学素质构成的研究

发布时间：2018-05-01 22:02

本文选题：中学理科教师 + 教学素质　；参考：《山东师范大学》2017年硕士论文

【摘要】：当今世界,经济发展突飞猛进,要想在日趋激烈的国际竞争中取胜,关键在人才,而人才的培养靠教育。理科教学是中学教学的重要组成部分,理科教师教学素质的高低直接影响着人才培养的质量。因此,我们必须明晰理科教师教学素质的构成,才能使得理科教师的专业发展更具针对性。本研究在综述已有研究成果的基础上,构建中学理科教师教学素质构成的理论框架,同时开发测查工具对理科教师教学素质构成进行实证研究,初步分析当前我国理科教师教学素质现状,以期为将来理科教师培训的课程设置提供理论与实践的参考。本论文主要分为以下七个部分:第一部分,阐述了选题的原因。第二部分,综述了国内对教师教学素质、理科教师教学素质的相关研究,为本研究中中学理科教师教学素质构成的理论框架的建构奠定理论基础。第三部分,阐明了本研究的目的、任务与方法。第四部分,基于文献分析,我们确定了中学理科教师教学素质构成的理论模型,其中包括四个系统:情意系统、观念系统、知识系统和能力系统,并对这4个构成要素的内涵进行了详细描述。第五部分,基于中学理科教师教学素质构成理论模型,编制并修订了中学理科教师教学素质构成调查问卷,利用SPSS20.0对调查数据进行探索性因素分析,对中学理科教师教学素质的构成要素模型进行实证研究,证实了本研究的理论构想。第六部分,对当前我国中学理科教师的素质构成进行问卷调查,具体分析理科教师群体的教学素质现状。研究发现,不同性别、不同科目、不同教龄、不同学历、不同职称、不同学段的理科教师在教学素质上均存在一定的差异。第七部分,根据调查结果,得出相应的结论,并进一步分析了本研究尚存在的问题与不足。
[Abstract]:In today's world, economic development is advancing by leaps and bounds. In order to win in the increasingly fierce international competition, the key lies in talents, whose cultivation depends on education. Science teaching is an important part of middle school teaching, and the teaching quality of science teachers directly affects the quality of talent training. Therefore, we must make clear the composition of science teachers' teaching quality, in order to make the professional development of science teachers more targeted. On the basis of summarizing the existing research results, this study constructs the theoretical framework of the teaching quality composition of science teachers in middle schools, and develops the tools to make an empirical study on the teaching quality composition of science teachers. The present situation of science teachers' teaching quality in China is analyzed in order to provide theoretical and practical reference for the curriculum design of science teachers' training in the future. This paper is divided into the following seven parts: the first part, explained the reasons for the topic. The second part summarizes the domestic research on teachers' teaching quality and science teachers' teaching quality, which lays a theoretical foundation for the construction of the theoretical framework of the teaching quality of middle school science teachers. In the third part, the purpose, task and method of this study are expounded. In the fourth part, based on the literature analysis, we determine the theoretical model of teaching quality of middle school science teachers, which includes four systems: emotional system, concept system, knowledge system and ability system. The connotation of the four elements is described in detail. In the fifth part, based on the theoretical model of teaching quality composition of science teachers in middle schools, the questionnaire of teaching quality composition of middle school science teachers is compiled and revised, and the exploratory factor analysis of the survey data is carried out by using SPSS20.0. An empirical study on the constitutive factors model of teaching quality of middle school science teachers is carried out, which confirms the theoretical conception of this study. In the sixth part, the author makes a questionnaire survey on the quality composition of science teachers in middle schools in our country, and analyzes the present situation of teaching quality of science teachers. It is found that there are some differences in teaching quality among science teachers with different gender, different subjects, different teaching years, different academic qualifications, different titles and different academic sections. The seventh part, according to the investigation result, draws the corresponding conclusion, and further analyzes the existing problems and shortcomings of this study.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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