【作者】 周国能；

【导师】 吴遵民；

【作者基本信息】 华东师范大学 ， 教育学原理， 2007， 硕士

【摘要】 教师的专业素质与教学水平是影响教育质量和决定教学改革成败的重要因素，因而如何促进教师专业发展，提高教师素质已经成了社会各界普遍关注的论题。基于传统教师职后继续教育的不足和现代科技迅猛发展提供的技术手段，本文提出了基于远程教育途径促进教师专业发展的构想，即通过计算机、互联网途径，凭借多媒体技术手段提供教师专业发展的教育资源，为教师的专业知识和专业技能的终身持续发展提供有效支持和服务。本研究认为远程教育是一条切实可行的教师专业发展的途径，适合于在职教师的自我研修和自我提高，研究和开发远程教师教育体系对促进教师专业发展具有十分重要的实践意义。论文的第一章论述了现代远程教育在教师专业发展中的功能与地位，认为相对于传统面授培训的教师专业发展而言远程教育是促进教师专业发展的另一条重要途径。其不仅能够获得优质丰富的专业发展资源，并随时能够得到优秀教师、教育专家的远程指导，而且能够构建起适合教师专业生涯不同发展阶段的终身专业发展体系，在教师专业的终身发展中具有重要的地位。第二章介绍了当前我国利用远程教育促进教师专业发展的具体状况，并通过调查揭示出教师远程专业发展的参与度不高，更多的教师仅限于任务取向的参与，深度参与的教师仅占了总体教师十分之一的现状。基于教师远程专业学习参与度不高的现实，第三章探究了其存在的原因，认为在教师远程教育中存在着教育资源类型不符合教师需求、网络课程设计不符合学习心理以及教师专业发展动力不足等的问题。第四章则针对远程教师专业发展中的问题提出了相应的具体对策，首先是要依据教师专业发展不同阶段的需求和特点给予有针对性的资源支持和指导，以构建从实习教师、新教师、专业化教师、专家型教师到退休教师能终身持续专业发展的远程教育资源体系；其次是要依据教师的知识结构设计更多具有实践性特征的专业发展内容；此外还要精心建设网络课程以吸引教师参加远程学习；再次是要用激励和评价相结合的方式督促教师的专业学习和发展；最后则是要提供多种远程支持平台，采用远程教研、远程评课、远程备课、远程工作坊、教师博客等多种形式促进各级各类教师的专业发展。更多还原

【Abstract】 Being the significant determinant for success and failure of education reform, teachers’ professional quality and level affect the quality of education deeply. The question of how to promote teachers’ professional development and improve teachers’ quality has drawn the concern of various circles. In the light of traditional lack of teachers’ in-service continuing education and quick development of modern scientific and technological means, the author proposed vision based on distance education to promote teachers’ development by means of computer, internet and multimedia providing education resources for teachers’ professional development to be a backing for lifetime continuing development of teachers’ professional knowledge and technology. The research proved that distance education was a feasible path for teachers’ professional development which was suit for in-service teachers’ self-research and self-improvement. The research and development of teachers’ distance education system had significant practical meaning to promote teachers’ professional development.The first chapter of the thesis discussed the function and position of modern distance education in teachers’ professional development, contrasted to traditional face-to-face training, the author conceived that distance education was another important way to promote teachers’ professional development, not only was a convenient access to high quality and abundant professional development resources and distance guidance from excellent and doyen teachers, but helped to establish lifetime professional development system suit for teachers’ different lifetime stages for professional development which held the important position in teachers’ lifetime development. The second chapter exhibited current specific condition of teachers’ professional development by means of distance education in China and through investigation revealed the phenomenon that teachers’ participating rate in distanceeducation was not high and more teachers’ participation was merely task-oriented and the deep participating percentage was just one tenth among the total numbers. Considering the low participating rate of teachers’ distance professional learning, Chapter Three explored the existing reasons and found that types of educational resources provided by teachers’ distance education didn’t meet teachers’ requirement, online course design didn’t correspond to students’ psychology and teachers’ were lack of driving forces in professional development. In Chapter Four the author came up with specific strategy to solve the above problems. First, provide teachers with corresponding resource backing and guidance according to different characteristics in teachers’ different professional developmental stages and establish distance education resource system of teachers’ lifetime continuing professional development in the stages of a teacher trainee, a new teacher, a professional teacher, an expert teacher to a retired teacher; second, design much practical knowledge content of professional development in the light of teachers’ knowledge structure; third, elaborately design the online courses to appeal teachers to participate in distance learning; fourth, urge teachers’ professional learning and developing in a way of combining stimulation and evaluation; finally, provide various kinds of distance backing platforms and use various forms such as distance teaching and research, distance class evaluation, distance preparation for lessons, distance workshops, teachers’ blog ,and so on to promote teachers’ professional development.更多还原