【作者】 徐红；

【导师】 董泽芳；

【作者基本信息】 华中师范大学 ， 高等教育学， 2012， 博士

【摘要】 立足于一系列新政策(新教育政策),不难发现,培养专家型教师是成功开展素质教育的理论前提,是全面落实科教兴国政策的急切需要,是教师专业发展的目标诉求,是顺利实施新课程改革的必要条件,是免费师范生政策的潜在追求,是《国家中长期教育改革和发展规划纲要(2010—2020年)》的明确要求。从我国现行的教师教育制度看,教师教育目标必须与教育政策相适应。由此可见,当下我国教师教育应以培养专家型教师为目标。那么,究竟应该依据什么样的标准来培养专家型教师呢?由于人才培养的落脚点在于素质与行为两个维度,因而,依据什么样的标准来培养专家型教师的问题,其实就是关于专家型教师的素质标准与行为标准的问题。甚为遗憾的是,当前,这一问题在理论上尚不清晰,在实践中更显迷惘。显然,研究专家型教师的素质标准与行为标准实属当务之急。本研究不仅能够从理论上完善专家型教师的培养标准,而且能够在实践中为广大教师培养与培训单位提供合理的培养目标及培养依据,同时还能够为广大教师自主专业发展提供参照依据。本研究以新教育政策为背景,综合运用文献法、思辨法、质的研究方法、德尔菲法、一般问卷法及统计法等多种研究方法,从专家型教师的素质结构及行为特征与专家型教师的素质标准及行为标准之间的联系入手,紧紧围绕“专家型教师素质与行为标准”这一主题展开研究。本研究共分五个部分。第一部分为导论,由第一章构成。本章首先在解读新教育政策的基础上阐明了选题的缘起；接着在梳理相关文献的基础上指出了本研究要解决的主要问题；尔后阐释了本研究的目的及意义,最后阐述了本研究的思路及方法。第二部分着重探讨专家型教师素质与行为标准研究的理论基础,由第二章构成。本章在厘清专家型教师及其相关概念和专家型教师素质结构及行为特征等概念的基础上、进一步阐释了专家型教师标准(包括专家型教师的素质标准与行为标准)的含义,并在此基础上探讨了专家型教师的素质标准及行为标准的构建依据。研究认为,专家型教师是指具有积极的从教情意、合理的从教知识、过硬的从教技能、突出的从教能力、独特的从教智慧等五大典型特征的专职教师；专家型教师与特级教师、优秀教师、研究型教师、学者型教师、反思型教师、教育家型教师、骨干教师、高级教师等概念之间虽然存在着一定的联系,但却有着鲜明的区别；专家型教师标准就是对专家型教师应备的素质结构与应有的行为特征所作的一种描述。其中,专家型教师素质标准是关于专家型教师应备素质结构的描述,而专家型教师行为标准是关于专家型教师应有行为特征的描述；构建专家型教师标准(包括专家型教师素质标准与行为标准)的内容依据来源于相关的教育理论、教育实践及教育政策,构建专家型教师标准(包括专家型教师素质标准与行为标准)的方法依据则来源于教育评价学与心理测量学的有关理论及已有的相关实践经验。第三部分专门探讨专家型教师素质标准,由第三章构成。本章从专家型教师素质标准的含义入手,先运用文献法、思辨法及德尔菲法对新(教育)政策背景下专家型教师素质标准的理论框架和模型框架展开综合研究,然后运用一般问卷法及统计法明晰专家型教师素质标准的具体内容,并遵循构建专家型教师素质标准的依据研制专家型教师素质标准。研究认为,专家型教师素质标准体现在健康的从教身心、优秀的从教品格、先进的从教观念、合理的从教知识以及过硬的从教能力等五大素质维度。其中,健康的从教身心素质主要表现为仪表端庄、精力充沛、生理适应良好、人格健全及心境良好等五个方面,优秀的从教品格素质主要表现为热爱教育事业、热衷教师职业、恪守教师伦理及具有坚定的意志品质、良好的态度品质和优秀的理智品质等六个方面,先进的从教观念素质主要表现为“以生为本”的教育目的观、全面发展的教育质量观、积极“对话”的教育过程观、师生平等的教育主体观、多元和谐的教育评价观及充满自信的教育效能观等六个方面,合理的从教知识素质主要表现为扎实的所教学科知识、丰富的教育实践性知识、完备的教育理论性知识、广博的通识文化知识等四个方面,过硬的从教能力素质主要表现为出色的教学能力、出众的课程开发能力、杰出的德育管理能力、独立的教育科研能力、持续的自主发展能力及卓越的教育感悟能力等六个方面。第四部分着力探讨专家型教师行为标准,由第四章构成。本章从专家型教师行为标准的含义入手,先运用思辨法、质的研究方法及德尔菲法对新(教育)政策背景下专家型教师行为标准的理论框架和模型框架进行综合研究,尔后运用一般问卷法及统计法明确专家型教师行为标准的具体内容,并遵循构建专家型教师行为标准的依据研制专家型教师行为标准。研究认为,专家型教师行为标准体现在恰当的教育行为、高效的教学行为与适宜的教研行为等三大行为维度。其中,恰当的教育行为主要包括规范化的班级管理行为、人性化的品德教育行为和合理化的人际交往行为等三个方面,高效的教学行为主要包括先进的教学设计行为、积极的课程开发行为、适恰的课堂教学行为及合理的教学评价行为等四个方面,而适宜的教研行为则主要包括自主的教育教学反思行为、自觉的教育问题发现行为、合理的教研方法选用行为、坚韧的教育问题探索行为、坦诚的教育研究交流行为和积极的教研成果总结行为等六个方面。第五部分是对全文的总结,由第五章构成。本章在回顾整个研究的基础上,对本文的主要结论、创新之点、不足之处及未来努力方向逐一进行了阐述。研究认为,本文的创新主要有三：其一,从教育学、心理学及社会学等三重视角对专家型教师的概念进行了新界定；其二,对专家型教师素质与行为标准的构建依据进行了新探讨；其三,对专家型教师素质与行为标准进行了新探索。本文的不足之处主要是,专家型教师素质与行为标准的指标体系有待进一步精细化,这正是今后继续努力的方向。更多还原

【Abstract】 It is not difficult to find that cultivating the expert teacher is the theoretical premise of the successful implementation of quality-oriented education, the urgent need for fully implementation of the technology and education policy, the goal demands of the professional development of teachers, the necessary condition for smooth implementation of the new curriculum reform, the potential pursuit of free education for normal student policy and the obvious requirements for the "National long-term education reform and development plan outline (2010-2020)", which based on a series of new policy (new education policy). From the current teacher education system, the educational goals of teachers must adapt education policy. Thus the goal of teacher education should be to train the expert teacher at this moment. So, what standards should be based on to develop expert teachers? As the end-result of personnel training is the two dimensions of quality and behavior, thus according to what standards to develop expert teachers, in fact, it is the standard of quality and behavior of the expert teachers. Unfortunately, this problem is not yet clear in theory, and even more confused in practice. Obviously, the standard of the expert teacher’s quality and behavior is imperative. The study is not only able to improve the training standards of the expert teacher theoretically, but to provide reasonable training goals and training basis for the majority of teacher training and the training unit in practice, and also be able to provide reference for autonomous professional development of the teachers.Taking the new education policy as the background, the study synthetically uses literature method, speculation method, qualitative research methods, the Delphi method, the general questionnaire and the statistical method, a variety of research methods, starts from the link between the quality structure and behavior characteristics of expert teachers and the standard of the expert teacher’s quality and behavior, closely centers on the development of study which its theme is the standard of the expert teacher’s quality and behavior. The study is divided into five parts.The first part of the thesis is the introduction, which consists of the first chapter. At first the chapter clarifies the origin of the topics which based on interpretation of the new education policy; then it points out the main problem to be addressed in the study on the basis that combing the relative literature; and later it explains the purpose and significance of this study, the last describes the ideas and methods of this study.The second part mainly studies the theoretical basis of the standards of expert teacher’s quality and behavior, which consists of ChapterⅡ. The chapter further illustrates the meaning of standards of expert teacher (including standards of quality and standards of behavior for expert teachers) on the basis of clarifing the meaning of expert teachers and its related concept and quality structure of expert teachers and behavior characteristics of expert teachers, and discusses the basis to construct the standards of the expert teacher’s quality and behavior. Study believe that the expert teachers is refers to the full-time teachers who have a positive affection, reasonable knowledge, excellent skills and extraordinary ability, unique wisdom and so on five typical characteristics for undertaking education; although there is some contact between the concepts of expert teachers and super teacher, excellent teacher, research teachers, scholars teachers, reflective teacher, educator teachers, backbone teachers, senior teachers, but there is a distinctive difference; The standards of expert teachers is a description of the quality structure and the behavioral characteristics, which expert teachers should be prepared. Among them, the quality standards of the expert teacher is a description of the quality structure which expert teachers should prepare, and the standards of behavior of the expert teacher is a description of the characteristics of behavior that expert teachers should have; to build the the standards of expert teachers, the basis on content of the standards of expert teachers (including the quality standards of expert teacher and the behavior standards of expert teacher) come from the relevant educational theory, educational practice and educational policy, and the basis on method of standards of expert teachers (including the expert teacher quality standards of expert teachers and the behavior standards of expert teacher) come from the subjects’ relevant theory of educational evaluation and psychometric, and existing relevant practical experience.The third section is devoted to discuss the system of quality standards of the expert teacher, which consist of ChapterⅢ. The chapter starts from discussing the meaning of the quality standard of expert teachers, it studies the theoretic framework and model framework for the quality standard of expert teachers in the context of the new education policy by compositively utilizting the literature method, speculative method and Delphi method, and then discuss the detailed content of the system of quality standards of the expert teacher by using the general questionnaire and statistical analytical method, and according to the principle to build the qulity standard of expert teachers to design the system of qulity standards of expert teachers. Studies suggest that the qulity standards of expert teachers have five essential dimensions qualities:the healthy physical and mental health, first-rank character, advanced concept, reasonable knowledge, and excellent ability for education. Among them, the healthy physical and mental health mainly performance with five aspects:groomed, energetic, good physiological adaptation, and a healthy personality and good mood and so on, the first-rank character mainly present in six aspects:the love of education, and enthusiastic about teacher profession, and abide by the teachers’ ethical and a firm will, and good attitude towards eduction and excellent rational quality, advanced concepts mainly manifest with six aspects:"students-oriented" education purpose ideas, all-round development of education quality ideas, positive "dialogue" of the educational process ideas, teachers and students equal education subject ideas, diverse and harmonious education evaluation ideas and confident education performance ideas, and reasonable knowledge mainly present in four aspects:solid subject knowledge, abundant educational practice knowledge, complete educational theoretical knowledge, extensive general and cultural knowledge, and excellent ability mainly present in six aspects:outstanding teaching ability, outstanding curriculum development capabilities, outstanding moral education management capabilities, independent educational research capacity, continuous self-development capacity and excellent education perception ability.The fourth part makes efforts to discuss the system of the behavior standard of expert teachers, which consists of ChapterⅣ. The chapter starts with the meaning of behavior standard of expert teachers, it researches for the theoretic framework and model framework for the behavior standard of expert teachers in the context of the new education policy by compositively using speculative method, qualitative research methods and the Delphi method, and later discuss the detailed content of the system of the behavior standards of the expert teacher by using the general questionnaire and statistical analytical method, and according to the principle to construct the behavior standard of expert teachers to design the system of behavior standards of expert teachers. Studies suggest that the behavior standards of expert teachers have three essential dimensions behavioral characteristics exhibition:appropriate moral education behavior, effective teaching behavior, and appropriate education research behavior. Among them, appropriate moral education behavior including the three aspects:the standardized class management practices, the moral education of humane behavior, and the rationalization of interpersonal behavior, effective teaching behavior includes four aspects: advanced instructional design behavior, positive behavior of curriculum development, and appropriate classroom behavior and teaching evaluation behavior, and appropriate education research behavior includes six aspects:self-reflection behavior of education and teaching, conscious discovering behavior of education problem, selecting and using methods of education research, the tough exploring behavior of education issues, frank exchanging behavior of education research, and active summarize behavior of education research.The fifth part is the conclusions of the full text, which consist of ChapterⅤ. The chapter expounds the main viewpoint, the innovation, the lack of points of this study, and future research directions one by one on the basis of reviewing the whole study. The study suggests that there are three main innovation of the study:first, it defines the new meaning for expert teacher in the tri-visual angle of pedagogy and psychology and sociology; second, it discusses the principle to build the system of the quality standards and the behavior standards of expert teacher by using new ideas; third, it systems studies the system of the quality standards and the behavior standards of expert teacher. The prominent inadequacies of the study:the system of the quality standards and the behavior standards of expert teacher remain to be further analyzed, which is the direction to keep punching in the future.更多还原