【作者】 高云庆；

【导师】 李瑾瑜；

【作者基本信息】 西北师范大学 ， 教育， 2003， 硕士

【摘要】 创新型教师既是时代的呼唤，又是全面实施素质教育的需要，也是中小学教师队伍建设的方向。本文借鉴相关学科的研究成果和相关研究的框架，对创新型教师的素质结构、成长规律以及培养途径进行了比较系统的分析和研究。全文由六个部分组成。 第一部分是引论，说明了问题提出的背景，本研究的理论意义和实践价值，分析概述了与本研究相关的已有研究成果，并对研究的思路、方法和逻辑结构等进行了说明。 第二部分通过比较分析界定了创新型教师的概念。本文认为创新型教师是一个相对的概念，可以从素质、行为和成果三个维度来理解，创新型教师的成长是一个素质和行为不断更新、演进和丰富的过程。 第三部分系统分析了创新型教师的素质结构。在对已有研究进行综述和实证调查的基础上，作者从教育理念、知识结构、教育技能、专业情意等方面对创新型教师的素质结构展开了较为深入的分析论述，形成了较为完整的框架性认识。 第四部分概述了比较典型的教师发展阶段理论，从心理、社会、环境和素质结构诸方面相统一的角度分析探讨了创新型教师的成长过程，以简化的形式勾勒了创新型教师成长的内在机制。作者认为创新型教师的成长过程可以划分为知识准备、探索适应、发展成熟、更新创造四个阶段，每个阶段在教育理念、知识结构、教育技能、专业情意等方面都表现出不同的特征，促使创新型教师从一个阶段向另一个阶段发展的内在因素是自我学习意识和深度反思意向，而创新型教师成长的内在机制是自我学习意识和深度反思意向作用下的对教学问题的解决过程。 第五部分借鉴校本培训和PDS的基本理念，提出了一个教师教育的连续统一体作为创新型教师的培养模式。这种连续统一体认为在教师成长的不同阶段应采取不同的培训方式。按照创新型教师成长过程高云庆:创新型教师素质与成长研究的阶段划分，创新型教师的培养应分阶段采取知识学习、课例学习、反思训练、问题探究等方式。第六部分是结语，对本研究的立足点和实践意义作了总结性论述，并指出了需要进一步研究的问题。更多还原

【Abstract】 Since the creative teachers are the call of times, and the needs for bringing character education into effect completely, and also the direction that the teacher troops in primary and middle school build. The frame of the research achievements of correlative subjects and study is used for reference in this text, and systematic analysis and researches have been carried on fairly to the growth law and the structure of the quality to the creative teachers as well as the ways of cultivating. The full text is partly formed by 6.The first part is drawing discussion, and has explained the background that the problem has put forward, the theoretic meaning and the practical value of this research , and the extant research achievements correlating with this research and has an explanation for the thought, method and logical organization of study, etc. The concept of the creative teachers has been decided by way of comparative analysis in second part. The creative teachers are considered to be a relative concept in this text, and can come to understand from three dimensions: character, action and achievements, and the growth of the creative teachers is a course that the character, and the action constantly renew, evolve and enrich.The third part analysized the character structure of the creative teachers systemetically. On the foundation of summarizing the research and the investigating of the authentic proof, the author has spread out the analysis comparatively of the character structure of the creative teachers from educational thoughts, knowledge structure, educational ability and speciality feeling and so on, and has formed complete frame knowledge comparatively.That the fourth part has summarized the fairly more typical teacher’s growth theory, and analysed the growth course of the creative teachers at a unified angle from mentality, society, enviroment and character structure, etc. And the mechanism of the creative teachers has been drawn by a simplified form. The author thinks that the growth course of the creative teachers can be divided into four stages, knowledge preparation, exploring suits, development’s ripe and renewal creation, every stagegives birth to manage the characteristics in many aspects, such as thoughts, knowledge structure, educational skills and specialty feeling and so on. The inherent factor that urges the creative teachers develop from one stage to another is the self-study conciousness and deep introspective intention. And the inherent mechanism that the creative teachers grow up is the settled course of the teaching problem which is acted on by the self-study conciousness and deep introspective intention.The fifth part used for the reference of the scenario training and the basic thoughts of PDS, and put forward a cultivating model for the creative teachers which is based on a continuous entity of teachers’ education. This continuous entity thinks that at the different stages when the teachers grow up, the different training methods should be adopted. According to the partition of the stage of the growth course, the training of the creative teachers should adopt the means such as knowledge study, example learning, introspection training and question exploration and so on.The sixth part is the conclusion, and had a conclusive discussion about the foot hold and practical meaning to this research, and has pointed out the problem that needs further research.更多还原