【作者】 文虹；

【导师】 卢宁；

【作者基本信息】 广西师范大学 ， 教育学原理， 2011， 硕士

【摘要】 教育的发展在于教师的素质,青年教师是广大农村中学教师群体中的一员,他们是国家未来教育的希望,也是促进农村学校可持续发展的生力军。深化教育改革,实施科教兴国战略,必须建设一支高素质的青年教师队伍,提高他们的自主发展意识和能力。初中在一生的学习中占据很重要的地位,初中青年教师的发展会对于这一阶段的学生影响深远。初中青年教师在这一阶段的自主发展状况如何,不仅决定着青年教师是否会在教学领域内继续工作下去,而且还会在教学的有效性、工作的满意度以及职业持久性等方面对初中青年教师未来的专业发展产生深远的影响。由于主客观方面原因,现阶段农村初中青年教师自主发展的状况还不容乐观,特别是在自主发展意识和能力方面还面临着诸多问题。因此,开展关于农村初中青年教师自主发展问题的研究,对于促进农村初中青年教师专业发展,提高农村地区基础教育质量有非常重要的理论意义和实践意义。在吸收已有研究成果的基础上,本文采用了个案研究法。以湘西北S县为个案研究的对象,辅以问卷调查和访谈的形式,采用数据处理软件spss分析数据,探知农村初中青年教师自主专业发展的现状及影响因素。本研究拟达到以下目的：阐述农村初中青年自主专业发展的必要性；审视农村初中青年教师自主专业发展的现状；分析影响农村初中青年教师自主专业发展的因素；提出促进农村初中青年教师自主专业发展的建议。论文共分为六个部分,主要包括：第一部分：绪论。主要介绍了研究的背景和依据及研究的意义,对相关概念进行界定。第二部分：介绍了本研究的理论基础,终身学习理论和需要层次理论。分析了国内外研究现状。第三部分：主要介绍了本研究的内容,包括研究样本的选择、研究方法、调查问卷编制、施测过程及数据收集与处理。对调查问卷进行数据统计、整理分析,对青年教师进行个案访谈,并对访谈材料进行整理分析。第四部分：阐述了农村初中青年教师师资结构、在职教育状况、自主专业发展现状。从自主专业发展意识、自主专业发展能力等角度分析了农村初中青年教师自主专业发展的现状、问题等。他们具有自主专业发展的意识,却少有付诸行动。专业自主发展意识与职称存在着负相关。职称越低,专业自主发展意识越强烈,职称升到一定的高度,自主发展意识却减弱。自主专业发展能力较差：自主研究能力缺乏,自主反思能力亟待提高,自主专业发展策略水平低。第五部分：从国家层面、学校层面、家庭层面、青年教师个人层面分析了农村初中青年教师自主专业发展的影响因素。受重学历达标、轻教师综合素质及不完善的职称评聘制度教育政策导向影响；轻视教师专业发展,缺乏必要的环境支持和不完善的教师管理制度等学校管理的影响；家庭经济条件、家庭成员的支持度等家庭因素的影响；教师拔高使用,职业理想缺失导致发展动力不足教师个体因素的影响。第六部分：提出了促进农村初中青年教师自主发展的对策与建议。从国家层面、学校、家庭及初中青年教师自身的角度,对如何有效促进农村初中青年教师自主专业发展提出了相应的建议。国家要完善教师职称评聘制度,适度提高农村教师待遇,对教师的职后培训实行动态管理,建立校际联盟；学校要积极提供资源支持,实施成就激励,增强教师自主专业发展的内在动力,让名师、骨干成为引领教师专业成长的领头雁。建立学习型组织,构建学习共同体。家庭给予亲情支持,营造家庭的温馨氛围。青年教师更要养成并提高自主专业发展意识,进一步提高自主专业发展能力。最后对本研究做了总结,对未来的研究进行了展望。更多还原

【Abstract】 The development of education lies in the quality of teachers, young teachers are part of rural middle school teachers, they are both the hope of the nation’s future education and driving forces in promoting the sustainable development of rural schools. To deepen the educational reform and implement the strategy of rejuvenating China through science and technology, it is necessary to construct young teachers with high qualities and improve their awareness and abilities of self-directed professional development.The young teachers’situation of self-directed professional will determine whether they continue working in teaching field and deeply influence teaching effectiveness, job satisfaction and professional durability etc.Due to the subjective and objective reasons, such situations of the young teachers in rural junior schools are not optimistic, especially problems existing in their consciousness and ability. Therefore, it is of theoretically and practically significance to study the young teachers’ self-directed professional development in rural junior schools so as to promote their professional development and enhance basic educational quality in rural areas.On the basis of the present research, case study is employed in this study, which takes S county of northwestern Hunan as an example to analyze the situations, problems and influencing factors of young teachers in rural junior schools through questionnaire survey, case interview methods. The data are analyzed with SPSS. The aims of the study are as follows, elaborating the necessity of self-directed professional development of young teachers in rural junior schools, survey on the situations of their self-directed professional development, analyzing the factors influencing their self-directed professional development and putting forward the suggestions of improving their self-directed professional development.The thesis consists of six parts.PartⅠ:Introduction. The background, basis and the significance of this study are introduced, related conceptions are also defined.PartⅡpresents the theoretical basis of this study, including lifelong learning theory and theory of hierarchy of human needs. Meanwhile, the research conditions at home and abroad are analyzed.PartⅢpresents the content of the study, including sample selection, methodology, questionnaire establishment, testing process and data collection.PartⅣillustrates the conditions such as structure of young teachers in rural junior schools, in-service teacher education, self-directed professional development. Moreover, from the perspectives of awareness and abilities of self-directed professional development, the current condition and problems in professional developing are demonstrated. Young teachers in rural junior schools are conscious of self-directed professional development, but they can’t practice effectively. The development consciousness is negatively related with professional titles. The lower professional titles, the stronger consciousness. Moreover, the abilities of self-directed professional development of these teachers are poor, including their self-directed research, self-directed reflection and their strategies.In Part V, the factors influencing self-directed professional development of young teachers in rural junior schools are analyzed from three aspects:nation, schools, young teachers and their families. The factors are as follows. Education policies:paying much attention to academic standards while ignoring teachers’comprehensive qualities, crippling evaluation and engagement of professional titles. School management:ignoring teachers’professional development and lacking necessary environmental supports, imperfect teachers management system. Family factors:economic conditions and supports from family members. Individual factors:unduly employment, occupational ideal deficiency leads to inadequate motivation.Part VI demonstrates some feasible suggestions about how to improve self-directed professional development of young teachers in rural junior schools, including suggestions to nation, schools, young teachers and their families. As far as nation is concerned, the system of professional titles evaluation should be consummated and the treatment of rural teachers be improved moderately, moreover, dynamic management must be applied to in-service training. Constructing interscholastic Association is also a good way. Schools should be active in offering resource supports, inspiring by achievement to enhance teachers’internal motivation, making the key teachers play the leading role in professional development, and establishing learning community. Family should play an important role in professional development. As for individual teachers, they should form and enhance the awareness of self-directed professional development and further improve their ability of self-directed professional development.Finally, apart from the conclusion, some shortcomings are reflected, in addition, some questions need to be paid attention to and explored in the future.更多还原