农村中学教师自我导向学习能力提升研究

发布时间：2018-06-20 23:30

本文选题：农村中学教师 + 自我导向学习能力　；参考：《河南大学》2016年硕士论文

【摘要】：伴随着城乡发展差异化的逐渐缩小,在教师职业日益国际化、职业化、专业化的背景下,农村教师的质量和能力与时代和社会对其专业水准的要求相比显得越来越不相称。国家开展的自上而下的农村教师培训虽然有一定效果,但忽视了教师在学习中的主体地位,这与农村教师个体专业成长的要求仍存在一定差距。本文主张,教师的自我导向学习应成为推进农村中学教师成长和发展的重要途径。这种学习模式以教师的实际需求为驱动,教师自己制定学习的目标、独自监控学习的进程、评价反思学习的结果。它更加注重教师在学习中的主体地位,对农村教师素质的提升具有重大意义。那么,农村中学教师的自我导向能力现状究竟如何,不同的背景下是否存在差异,如何来提升农村教师的自我导向学习能力以促进教师更好的学习和发展,这些问题都值得深入研究。本研究运用实证的方法,从学习意识、计划与实施、信息寻求、学习策略运用、人际沟通交往、评价与反思能力等六个维度对农村中学教师自我导向学习能力的现状进行调查。结果发现农村中学教师自我导向学习能力处于中等水平,学习意识与人际沟通交往能力得分相对较高、评价反思能力得分相对较低,仍有需要提升的空间。通过运用T检验、单因素方差分析等方法,发现不同学历、教龄、职称、课程的农村中学教师自我导向学习能力存在显著差异,不同性别的农村中学教师没有明显的差异。通过对现状的归因分析,发现教师的自我意识、自我效能感、人格特质;培训者的教学理念、自身角色的定位;外部环境与资源的建设等因素都会对教师的自我导向学习产生影响。最后,从教师自身、成人培训者、外部环境等三个方面提出了提升农村中学教师自我导向学习能力的具体路径。在教师自身方面,塑造自我导向的人格特质,提高自身的自主学习能力;加强主动运用学习策略的意识,提高学习效率;加强与他人沟通与交流,提升自身的沟通和合作能力。在成人培训者方面,培训者改变传统观念,给自身角色重新定位;在教学中注重培养农村中学教师自我导向学习能力。在外部环境方面,政府应加强对农村中学教师学习的扶持力度;学校要为农村教师创设良好的学习平台和资源;社会机构应创设自我导向学习的外部支持平台及网络环境。
[Abstract]:With the gradual narrowing of the difference between urban and rural development, the quality and ability of teachers in rural areas are becoming more and more incommensurate with the demands of the times and the society on their professional standards under the background of increasingly internationalization, professionalization and specialization of teachers' profession. Although the top-down training of rural teachers carried out by the state has some effect, it ignores the main position of teachers in learning, which is still far from the requirement of rural teachers' individual professional growth. This paper argues that teachers' self-oriented learning should be an important way to promote the growth and development of middle school teachers in rural areas. This learning model is driven by the teachers' actual needs. The teachers themselves set the learning goals, monitor the learning process and evaluate the results of reflective learning. It pays more attention to the teacher's main position in the study, and has great significance to the improvement of the rural teacher's quality. Then, what is the status quo of the self-directed ability of rural middle school teachers, whether there are differences in different backgrounds, and how to improve the self-directed learning ability of rural teachers in order to promote teachers' better learning and development? These problems are worthy of further study. This study investigates the current situation of rural middle school teachers' self-directed learning ability from six dimensions: learning consciousness, planning and implementation, information seeking, learning strategy application, interpersonal communication, evaluation and reflection ability. The results show that the self-directed learning ability of rural middle school teachers is at the middle level, the scores of learning consciousness and interpersonal communication ability are relatively high, and the score of evaluation and reflection ability is relatively low, there is still room for improvement. By using T test and single factor analysis of variance, it is found that there are significant differences in self-directed learning ability of rural middle school teachers with different academic qualifications, teaching years, professional titles and courses, but there are no significant differences among rural middle school teachers of different genders. Through the attribution analysis of the present situation, the author finds out the teachers' self-consciousness, self-efficacy, personality traits, the teachers' teaching concept and the orientation of their own roles. Factors such as external environment and resource construction will influence teachers' self-directed learning. Finally, from the teachers themselves, adult trainers, external environment and other three aspects to improve the rural middle school teachers' self-directed learning ability specific path. In terms of teachers themselves, we should mold self-oriented personality traits, improve their own autonomous learning ability; strengthen the awareness of active use of learning strategies to improve learning efficiency; strengthen communication and communication with others, and enhance their own communication and cooperation ability. In the aspect of adult trainers, the trainers change their traditional concepts and reposition their roles. In teaching, they pay attention to cultivating the ability of self-directed learning of rural middle school teachers. In terms of external environment, the government should strengthen the support for rural middle school teachers; schools should create good learning platform and resources for rural teachers; social institutions should create external support platform and network environment for self-oriented learning.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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