【作者】 杨敏；

【导师】 项国雄；

【作者基本信息】 江西师范大学 ， 教育技术学， 2003， 硕士

【摘要】 研究性学习的改革指向是双重的，不仅在于改变学生的学习方式，更在于首先改变教师的教学方式。而以教学方式的改变更为困难和具有先决性。从这个意义上来说，教师素质是研究性学习实施的关键。对研究性学习教师素质的培养也是为了找到一条适合我国国情的中小学教师培养途径。 本文第一章阐述了本课题所要研究的内容，对重要概念进行了界定，陈述了问题的由来和当前的研究现状，以及本研究所采用的方法、研究目标、理论依据。 第二章主要运用文献研究法，从研究性学习自身出发，详细探讨了研究性学习中教师应具备的素质，为接下来的教师素质调查问卷的设计提供了理论依据。 第三章根据第二章的结论，设计了调查问卷，开展了实际调查，并做了深入的分析，得出了实验学校教师素质与研究性学习所要求素质的差距。 第四章在以上研究和调查基础上，以建构主义学习理论为指导，提出了一个基于研究性学习的教师素质培养模式，即，整个培养过程基于研究性学习教育理念，以研究性学习相关知识为培训内容，通过开展研究性学习教学实践，为研究性学习提供良好的外部环境来促使教师素质得以提高的这样一种培养模式。并详细阐述了其具体操作方法。 第五章得出了本研究的结论，并对此进行了中肯的评价。作者认为该培养模式不仅能为当前的研究性学习提供有力的支持，而且能有效解决我国当前基础教育教师培训中存在的一些不足，为普遍提高我国中小学教师素质找到了一条适合我国国情的新方法。更多还原

【Abstract】 Content:The reform of inquiry learning is double. It not only change the learning mode of students, but also change the teaching mode of teachers. And the latter is predeterminate and more difficult. In this case, teachers quality is the key of implement of inquiry learning. The cultivation of teachers quality is not only prepared for the implement of inquiry learning but also in order to find a good cultivating way for the teachers in k-12 education oriented to the situation in China.In the first section, the author brought out the questions for discussion and explained some important concepts, stated the study reason and the status quo in this domain, then made out the study methods, the study aims and its theory basis.In the second section, the author used the literature method, in view of the characteristics of inquiry learning itself, illuminated the meaning of the teacher quality in inquiry learning, which made preparations for the design of. subsequent questionnaire.Based on the conclusion of the second section, in the third section, the author made a questionnaire and investigated one middle school, By analyzing the result, the author found the gap between the actual and ideal goal.After these investigation and study, in fourth section, the author put forward a cultivation model for the teacher quality based on the inquiry learning, which is directed by constructivism learning theory. That is, The whole cultivation should base on the inquiry learning ideal; The learning content in teachers training should be related to the inquiry learning theory, and the teachers should put it in practice in the cultivation process; The whole process should be put in a good environment prepared for the inquiry learning. About all of the above, the author expatiated its operation in detail.The fifth section is the conclusion and relevant appraisement for the whole study. The author consider that this model not only offer a support for the inquiry learning,but also conquer a series of the shortcoming of teachers training in k-12 education and find a new way to improve all the teachers quality in nowadays China.更多还原