南疆地区地理教师专业发展现状调查与策略研究
发布时间：2019-04-09 12:24
【摘要】：随着中国教育事业的飞速发展,每个人都接受了十二年左右的基础教育,获得了无限发展的潜能,为我国蓬勃发展奠定了人才基础。中学教师是我国基础教育事业的建设者,高层次的基础教育源于高素质的中学教师队伍。研究中学阶段地理教师专业化发展状况,对于调查清楚地理教师专业水平,推动地理教育事业的发展,提升基础教育质量意义重大。南疆地区地处偏远,社会和经济发展缓慢,人文环境复杂,地理教育的水平不高,对地理教师专业发展的研究也很少。对南疆地区地理教师专业发展开展研究可以补充调查资料,推动研究的进展。本文选取的调查研究学校共五所,分布在新疆南部的阿图什市、阿合奇县、阿克陶县、沙雅县和兵团第二师焉耆垦区等县市,这五所中学全部用汉语授课。作者曾在南疆工作三年,通过结合调查问卷,调查清楚这五所学校的地理教师专业状况,来反映南疆地区地理教师的专业化水准。作者通过调查南疆地区地理教师专业发展的现状,发现其中隐藏的问题。通过问题进行深入分析,找出影响地理教师专业发展的因素,并提出提升地理教师专业水平的一些建议。通过调查得到以下结论:1.学校师资力量不足。地理教师数量不足,导致人均地理教学任务重、开展学生课外活动困难和对教学辅助手段的探索不足。2.教育理论知识不扎实。多数地理教师缺少参加培训学习的机会,对新教育理念和新知识学习领悟不深,当新观念在教学中出现“水土不服”时难以进行卓有成效的改进。3.工作热情有下降趋势。地理教师中出现职业认同感降低,工作倦怠感增强的状况。部分地理教师对教材钻研层次较浅,教学活动新意较少,对教学质量重视度不够。4.教学监控能力不足,对学生引导常常达不成预期的教学目的。5.工作压力构成中来自教学以外的压力过大。工作任务繁多,非教学任务耗费了大量精力。6.团队意识不足。地理教师个人意识强烈,但缺乏同他人合作解决问题的意识,对团体的成长不关心。7.自主发展意识淡薄。多数地理教师工作安于现状,个人计划不详细,缺乏专业发展意识。通过对上述调查结果进行深入分析后,作者分别从地理教师自身、任教学校和地方教育部门等三个方面提出了促进南疆地区地理教师专业发展的针对性意见,期望能对当地更好开展地理教育教学提供帮助。
[Abstract]:With the rapid development of education in China, everyone has accepted basic education for about 12 years, and has acquired the potential of unlimited development, which has laid the foundation of talents for the vigorous development of our country. Middle school teachers are the builders of elementary education in our country, and the high-level elementary education originates from the high-quality middle school teachers. It is of great significance to investigate the professional level of geography teachers, to promote the development of geography education and to improve the quality of basic education by studying the professional development of geography teachers in middle schools. South Xinjiang is located in remote area, social and economic development is slow, humanities environment is complex, geography education level is not high, the research on geography teachers' professional development is also very little. The research on the professional development of geography teachers in the south of Xinjiang can supplement the investigation data and promote the progress of the research. Five research schools were selected in this paper, which were distributed in Artushi, Aheqi, Akto, Shaya and Yanqi Reclamation area of the second Division of Battalion in southern Xinjiang. All of the five middle schools were taught in Chinese. In order to reflect the professional level of geography teachers in South Xinjiang, the author has worked in South Xinjiang for three years and investigated the professional status of geography teachers in these five schools by means of questionnaire. By investigating the present situation of geography teachers' professional development in southern Xinjiang, the author finds out the hidden problems. Through in-depth analysis of the problems, find out the factors affecting the professional development of geography teachers, and put forward some suggestions to improve the professional level of geography teachers. The following conclusions are drawn from the investigation: 1. There is a shortage of teachers in the school. The insufficient number of geography teachers leads to the heavy task of geography teaching per capita, the difficulty of developing students' extracurricular activities and the insufficient exploration of auxiliary means of teaching. 2. The theoretical knowledge of education is not solid. Most geography teachers lack the opportunity to participate in training and study, and are not deeply aware of new educational ideas and new knowledge learning. It is difficult to make effective improvements when new ideas appear in teaching. 3. Enthusiasm for work has a downward trend. Geography teachers have a reduced sense of professional identity and a stronger sense of job burnout. Some geography teachers pay less attention to teaching quality because of their shallow study level, less innovation in teaching activities and less attention to teaching quality. Teaching monitoring ability is insufficient, the guidance to students often can not achieve the expected teaching purpose. 5. Too much pressure comes from outside of teaching in the composition of work pressure. Job tasks are numerous, non-teaching tasks consume a lot of energy. 6. Lack of awareness of the team. Geography teachers have a strong sense of personal, but lack of co-operation with others to solve problems, do not care about the growth of the group. 7. The consciousness of independent development is weak. Most geography teachers work with the status quo, individual plans are not detailed, lack of professional development awareness. Through in-depth analysis of the above results, the author puts forward some suggestions on how to promote the professional development of geography teachers in southern Xinjiang from three aspects: geography teachers themselves, teaching schools and local education departments. It is expected that it will be helpful to the local geography education and teaching.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
本文编号：2455182
[Abstract]:With the rapid development of education in China, everyone has accepted basic education for about 12 years, and has acquired the potential of unlimited development, which has laid the foundation of talents for the vigorous development of our country. Middle school teachers are the builders of elementary education in our country, and the high-level elementary education originates from the high-quality middle school teachers. It is of great significance to investigate the professional level of geography teachers, to promote the development of geography education and to improve the quality of basic education by studying the professional development of geography teachers in middle schools. South Xinjiang is located in remote area, social and economic development is slow, humanities environment is complex, geography education level is not high, the research on geography teachers' professional development is also very little. The research on the professional development of geography teachers in the south of Xinjiang can supplement the investigation data and promote the progress of the research. Five research schools were selected in this paper, which were distributed in Artushi, Aheqi, Akto, Shaya and Yanqi Reclamation area of the second Division of Battalion in southern Xinjiang. All of the five middle schools were taught in Chinese. In order to reflect the professional level of geography teachers in South Xinjiang, the author has worked in South Xinjiang for three years and investigated the professional status of geography teachers in these five schools by means of questionnaire. By investigating the present situation of geography teachers' professional development in southern Xinjiang, the author finds out the hidden problems. Through in-depth analysis of the problems, find out the factors affecting the professional development of geography teachers, and put forward some suggestions to improve the professional level of geography teachers. The following conclusions are drawn from the investigation: 1. There is a shortage of teachers in the school. The insufficient number of geography teachers leads to the heavy task of geography teaching per capita, the difficulty of developing students' extracurricular activities and the insufficient exploration of auxiliary means of teaching. 2. The theoretical knowledge of education is not solid. Most geography teachers lack the opportunity to participate in training and study, and are not deeply aware of new educational ideas and new knowledge learning. It is difficult to make effective improvements when new ideas appear in teaching. 3. Enthusiasm for work has a downward trend. Geography teachers have a reduced sense of professional identity and a stronger sense of job burnout. Some geography teachers pay less attention to teaching quality because of their shallow study level, less innovation in teaching activities and less attention to teaching quality. Teaching monitoring ability is insufficient, the guidance to students often can not achieve the expected teaching purpose. 5. Too much pressure comes from outside of teaching in the composition of work pressure. Job tasks are numerous, non-teaching tasks consume a lot of energy. 6. Lack of awareness of the team. Geography teachers have a strong sense of personal, but lack of co-operation with others to solve problems, do not care about the growth of the group. 7. The consciousness of independent development is weak. Most geography teachers work with the status quo, individual plans are not detailed, lack of professional development awareness. Through in-depth analysis of the above results, the author puts forward some suggestions on how to promote the professional development of geography teachers in southern Xinjiang from three aspects: geography teachers themselves, teaching schools and local education departments. It is expected that it will be helpful to the local geography education and teaching.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55
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