【作者】 高忠明；

【导师】 廖伯琴；

【作者基本信息】 西南大学 ， 课程与教学论， 2009， 博士

【摘要】 初任教师的专业成长事关教师的整个职业生涯,初任教师若在入职的三、五年内不能获得规范指导和训练,要成长为一名优秀教师几乎是不可能的。因此,许多国家,尤其是欧美发达国家历来就特别重视初任教师的培训和指导。然而,在我国,由于种种原因,初任教师的职后培训和指导并未受到广泛重视,导致初任教师贻误了专业发展良机。物理学科的功能和特色要求物理教师除了应具备其它学科教师应具备的一般教育教学能力和教育智慧外,还应具有与物理学科密切相关的专业能力。这势必造成初任物理教师在专业成长过程中会遇到更多困难。在当今如火如荼的基础教育课程改革背景下,初任物理教师的专业成长问题变得愈加突出。本研究着眼于中学初任物理教师在专业成长现状,直面初任物理教师在教育教学过程中所遭遇的困难,剖析困难成因,检视初任物理教师专业素养之不足,旨在探讨初任物理教师专业成长的有效路径。研究分为三个问题:其一,中学合格物理教师究竟应具备怎样的专业素养;其二,初任物理教师的专业成长状况如何;其三,如何构建初任物理教师专业成长的一体化路径。研究表明,中学教师的专业素养结构主要涉及专业情意、专业知识和专业技能三个方面。其中教师的专业情意决定教师“愿不愿”从事教育教学工作,教师的专业知识决定教师“知不知”做教育教学工作,而教师的专业技能决定教师“会不会”做教育教学工作。教师专业情意的形成既受职前教育影响,也受职后教育教学实践影响,教师的专业知识获得主要靠职前的理论学习,而教师的专业技能主要赖于教育教学实践。中学物理教师职前教育的培养目标是初任物理教师专业发展的基础,而合格物理教师应具备的专业素养是初任物理教师的应然追求。可见,初任物理教师的专业成长既需要重视职前教育,还需要加强职后培养。调查发现,初任物理教师所接受的职前教育不尽合理,尤其是教育实践环节薄弱,未能获得基本的教育教学技能;入职后,初任教师的生存环境和专业发展环境不利于其专业成长,主要在不断“试误”中适应教育实践。初任物理教师在专业成长过程中所遇到的困难主要有:在教学方面,如何实现从书本知识到实际操作、从间接经验到直接经验的转化,如何熟悉教材、熟悉学生,怎样进行教学设计、课堂教学,如何引导学生进行科学探究、有效开发物理课程资源、举出形象直观生动的实例等;在班级管理方面,如何有效经营班级、评价学生等;在人际交往方面,如何与学校相关职能部门疏通好关系、如何与学校相关人员处好关系、如何与学生家长进行有效沟通交流等。初任物理教师专业素养不足的主要表现是:在专业情意方面,教师承诺低、工作积极性不高、教学归因失当;在专业知识方面,不能透彻理解中学物理教材,未能系统掌握物理学知识,有关学生的知识和相关学科知识比较贫乏;在专业技能方面,表达能力、物理实验技能、指导评价能力、班级管理能力、协作沟通能力等普遍不强。本研究也从教师教育专业招生、课程设置、教学内容和方法的选择以及教育实习、见习等教育实践课的职前教育各个环节,到入职引导培训和校本指导、网络指导和专业自主发展等职后提高方面做出了全程规划,建构了初任物理教师专业成长的一体化路径。以便物理教师教育专业学生走上工作岗位后不仅能较快地适应中学物理教育教学实践,同时能为其后续专业发展、超越自我奠定坚实基础。初任教师的专业成长既需要社会各界尊重教师的创造性劳动,改善教师的生存环境和专业成长环境,为教育事业发展提供切实保障和支持,也需要学校赋予教师专业自主的足够权利和空间,更需要初任教师个体自身的不懈追求,提升其发展自觉,升华其创造自觉。可以说,知识是初任教师专业成长的养分,实践是初任教师专业成长的土壤,生境支持是初任教师专业成长的重要保障,反思是初任教师专业成长的有效途径,专业自主发展是初任教师专业成长的不竭动力,同伴协作是初任教师专业成长的助力,借鉴他人经验是初任教师专业成长的有益补充。更多还原

【Abstract】 The professional growth of beginning teacher is of great importance to the whole professional career. It is almost impossible for the beginning teacher to become an excellent one without normal instruction and training in the first several years. Therefore, many countries, the developed countries in Europe and America in particular, have long attached much importance to the training and instruction of beginning teachers. However, in China, for a variety of reasons, the post-career training and instruction is not paid enough attention, consequently missing the optimal opportunity of professional development for beginning teachers. The functions and features of physics mean that the physics teacher, in addition to the basic teaching ability and wisdom that teachers of other subject have, should also possess some professional ability closely relevant to the discipline of physics. This inevitably results in more difficulties confronted by the beginning physics teachers in the process of their professional growth. Today when the basic education reform is right under its way, the professional growth of beginning physics teachers is becoming increasingly prominent.This dissertation starts with the status quo of professional growth of the beginning physics teachers in middle school, analyzes the difficulties and reasons that the beginning physics teachers confront with in their teaching, and the deficiency of their professional literacy, aiming to discuss the effective route that beginning physics teachers follow in their professional growth. The study consists of three questions: firstly, what professional literacy should a qualified physics teacher in middle school should have? Secondly, what is the status quo of the professional growth of the beginning physics teacher? Thirdly, how to construct a united route for their professional growth?The study shows that the professional literacy structure of the middle school physics teacher mainly includes professional will, professional knowledge, and professional shills. The professional will decides whether a teacher is willing or unwilling to engage in teaching, the professional knowledge decides whether or not he knows the teaching job, whereas the professional skills decides whether or not he knows how to teach. The formation of teachers’ professional will is influenced both by the pre-service education and the post-service teaching practice; the professional knowledge is mainly acquired through the pre-service study of the theories, and the professional skills largely rely on the teaching practice. The target of the pre-education training provides a basis for the professional development of the beginning physics teachers, while the professional literacy that a qualified physics teacher should possess is the necessary pursuit of the beginning physics teacher. Therefore, the professional growth of the beginning physics teacher needs to pay attention to both the pre-service and the post-service education.The survey shows that the pre-service education that the beginning physics teachers received is not rational, the education practice is especially weak, therefore the beginning physics teachers do not obtain the fundamental teaching skills; the living environment along with the environment of the professional growth goes against their professional growth after entering the career, mainly adapt themselves to the education practice in constant trial and error. The difficulties that the beginning physics teachers meet in the process of their professional growth mainly includes: firstly, pedagogically speaking, how to accomplish the transformation from textbook knowledge to practical operation, from indirect experience to direct experience; how to get practiced in the course-book and acquainted with the students, how to design the teaching plan and the classroom teaching, how to induce students to get engaged in scientific probe, to develop effectively the physics curriculum resource and to give vivid and examples. Secondly, in the aspect of classroom management, the difficulties lie in how to effectively manage classroom and evaluate students; and in the aspect of interpersonal communication, the difficulties mainly represent in how to mediate the relations with the relevant functional branches in the school, how to keep on good terms with the relevant people concerned and how to communicate effectively with students’ parents. The deficiency of the professional literacy chiefly as follows: with respect to the professional will, teachers’ low commitment, inactive working spirit and inappropriate teaching attribution are the major problems; as to the professional knowledge, the beginning physics teachers are unable to understand fully the course-book, have not a systematic command of the physics knowledge and are lacking in the knowledge about students and that of the relevant disciplines. With regard to the professional skills, the beginning physics teachers are generally weak in such abilities as expression, physics experiment, instruction and evaluation, classroom management and cooperation and mediation, and so on.This dissertation concerns almost every aspects of the pre-service education ranging from the students’ recruiting in the major of teacher education, curriculum design, the choice of teaching contents and methods and teaching practice, to the all-around program concerning the post-service promotion in the aspects such as induction training, school-based mentor, network instruction and the autonomous professional development, and hence the dissertation constructs a united route for the professional growth of the beginning physics teacher. It is the author’s hope that it may help the beginning physics teacher adapt themselves quickly to the physics teaching practice in middle school, meanwhile set a solid foundation for their follow-up professional growth and transcending the self.The professional growth of beginning teachers needs not only the whole society to respect teachers creative work, improving their living environment and the environment of professional development so as to provides solid support for the development of educational cause, but also the right and space of the professional development empowered by the school authority to teachers. What is more important, it needs each beginning teacher to work harder to improve his awareness of development and the creative consciousness. So to speak, for beginning teachers, knowledge is the nutrition of professional growth, practice is the soil, support from living environment is the important guarantee, reflection is the effective means, the development of professional autonomy is the inexhaustible motives, cooperation the facilitative power, and the experience borrowed from others is the beneficial supplementation.更多还原