【作者】 魏长江；

【导师】 苏德；

【作者基本信息】 内蒙古师范大学 ， 教育管理， 2008， 硕士

【摘要】 在教育发展中,教师是最为重要的因素。教师专业化水平的高低直接影响着教育质量的高低,因此,教师专业素质的提升越来越受到服务对象和专家学者的关注,如何培养出具有较高专业水平的教师队伍、实现教师专业化是教育发展的重中之重。基于此,本文通过对教师专业化理论的梳理认为:教师专业化是以教师专业素质全面提升,求得专业地位的提高,进而求得地位的改善。教师专业化实质之处是教师在整个专业生活中,通过终身专业训练,习得教育技能,实施专业自主,体现专业道德,并逐步提高自身从教素质,成为教育专业工作者的专业成长过程。即从一个“普通人”变成“教育者”的专业发展过程,从个体来看,教师专业化贯穿于整个教师生涯中,是个体专业不断发展的“动态”过程。基于以上认识,本文从教师专业化外部保证与促进方式和教师职业道德、专业知识、专业能力等专业化内涵与变化过程两个方面入手,分析实现农村教师专业化的条件和措施。通过对通辽地区农村小学教师专业化发展的现状调查分析,提出了保持现有教师队伍相对稳定、加快教师专业化发展的对策思考,即:各部门协调配合,实施倾斜政策;实施“以校为本,研训一体”的策略;建立激发教师个体对专业化发展内在需求的机制。创新了教师培训模式,提出了切合农村教育实际的教师培训模式:课题牵动模式、听评课模式、反思教学模式、问题探究模式、案例分析模式、网络交流模式和专家引领模式。全文共分四个部分:第一部分:前言。引出本研究所要讨论的问题和选题背景,并概述了本研究的意义和方法。第二部分:教师专业化内涵及其标准。梳理了教师专业化发展历史,介绍了国内外教师专业化研究的状况,从而明确提出教师专业化的标准。第三部分:对通辽地区农村小学教师专业素质状况的调查分析。在简介通辽地区农村小学教师现状的基础上,对通辽地区农村小学教师专业素质状况,教师教育观念与师德素养,教师专业知识和专业能力及教育发展等方面进行调查与分析,找出了目前该地区农村小学教师专业化发展存在的问题及形成的原因。第四部分:针对通辽地区教师专业化发展存在的问题及形成原因,结合当地实际情况,提出加快教师专业化发展的有效策略,创新了教师在职培训模式,提出了切合农村小学实际的“以校为本,研训一体”的七大模式。更多还原

【Abstract】 In the development of education course, teacher is the most important factor of all. The teachers’professional level has direct impact on the quality of education career. As a result, the promotion of teachers’professional level has been received more and more attention from education subjects and education experts. How to nurture a team of high professional level teachers and realize teachers’professionalized development are very crucial in the current situation. Based on this, I personally think through some thinking of theories of teachers’professional development: teachers’professional development is achieved by improving quality of teachers’profession so that teachers promote their professional level; to the end, they can get their promotion of position. The essential of teachers’professional development lies in the whole of professional life. Going through life education, they can acquire teaching skills and put their teaching notions and ideas into practice so as to realize the autonomy of pedagogical practice. To the end, they can emerge professional virtue and gradually improve their teaching quality by themselves. It is a course of professional development of professionalized educators. In other words, it is a progress of professional development from‘ordinary people’to‘professional educators’. From the point of individual, professional development is going through the entire life of teachers. It is a dynamic progress in an individual’s professional development.Based on the statement above, the thesis is initiated from both the environmental guarantee of teachers’professional development and the professional connotation, dynamic progress, such as ways of improvement, teachers’professional virture, professional knowledge, professional competence. Consequently, I analyze the conditions and the measures of achieving professional development of rural teachers. As a result, I investigate and analyse the present situation of the rural primary teachers’professional development around Tongliao. I summarise some measures and thinking about how to maintain present team of teachers, how to strengthen or increase rural teachers’professional development. My measures and thinking are that the government and the society cooperate with each other harmoniously and help improve teachers’professional development hand in hand by establishing policy of professional support. It is better to try to realize the strategies of‘School-centred research and training’; It is suggested that we establish a system to activate individual inner requirement of professional development. I advise that we set up a model of research and training which is fit for the reality of rural primary teachers: Research project-leading model, attending and assessing-lecture model, Reflective Teaching model and expert-leading model. The whole thesis consists of four parts:Part I: Preface. In the first part, it includes the issues which is to be discussed and the background of the issues. It covers the significance and methodology of the research project.Part II: Teachers’professional development and its criterion. It dates back to the history of the development of Teachers’professional education. It introduces the research results of teachers’professional development home and abroad and makes clear the criterion which we should follow to decide the degree of Teachers’professional development.Part III: It includes some investigation and analysis into professional quality of rural primary teachers around Tongliao. It briefly introduces the present situation of rural primary teachers across the area of Tongliao. It also discusses the teachers’educational perspective and teachers’morality and personality. It covers investigation and analysis into Teachers’professional knowledge ,professional skills and educational development. It finds out the problems which go along with the professional development of rural primary teachers and the formation of the them.Part IV: Through the focus on the problems which exist in the professional development of rural primary teachers and the formation of them, while considering practical local situation, I take up effective measures and strategies to accelerate teachers’professional development. about how to strengthen or increase professional development of rural primary teachers, and innovate in-service teachers’training models. I put up four new models of‘School-centred research and training’which is fit for the reality of rural school.更多还原