發(fā)布時(shí)間：2018-05-24 12:13

  本文選題：督導(dǎo) + 區(qū)分性督導(dǎo)��； 參考：《西南大學(xué)》2016年碩士論文

【摘要】：教學(xué)質(zhì)量的高低關(guān)鍵在于教師。促進(jìn)教師發(fā)展的一個(gè)重要途徑是,借助有效的教師督導(dǎo)策略提升教師的教學(xué)能力。然而,我國(guó)的教師督導(dǎo)策略,比較籠統(tǒng)、單一,很少關(guān)注教師能力的差異性,未充分考慮教師的發(fā)展需求,也沒(méi)有關(guān)注教師的自主意識(shí)和自由選擇,這導(dǎo)致我國(guó)的教師督導(dǎo)策略在促進(jìn)教師發(fā)展上顯得力不從心。美國(guó)中小學(xué)在區(qū)分性教師督導(dǎo)策略方面具有豐富的理論和實(shí)踐經(jīng)驗(yàn),強(qiáng)調(diào)根據(jù)教師的教學(xué)水平差異和教師發(fā)展需求,采取針對(duì)性的督導(dǎo)策略,促進(jìn)教師的專(zhuān)業(yè)發(fā)展。研究美國(guó)中小學(xué)教師發(fā)展的區(qū)分性督導(dǎo)策略,可以為改善我國(guó)當(dāng)前的教師督導(dǎo)策略提供一定的借鑒和啟示。20世紀(jì)80年代,美國(guó)的教師質(zhì)量問(wèn)題受到廣泛責(zé)難,而當(dāng)時(shí)的教師督導(dǎo)策略卻一直無(wú)法有效提升教師的能力,于是人們開(kāi)始思考如何提升教師督導(dǎo)策略的有效性。美國(guó)各州和學(xué)區(qū)日益注重教師能力的提升,督導(dǎo)實(shí)踐也愈加關(guān)注不同水平教師的需求,加之教師能力理論、成人學(xué)習(xí)理論和區(qū)分性督導(dǎo)理論的發(fā)展,區(qū)分性督導(dǎo)策略便應(yīng)運(yùn)而生。美國(guó)中小學(xué)教師發(fā)展的區(qū)分性督導(dǎo)策略是為了促進(jìn)不同教學(xué)水平教師的發(fā)展,以達(dá)到提高教學(xué)質(zhì)量和學(xué)生學(xué)業(yè)成績(jī)的根本目的。它遵循差異性原則、主體性原則、發(fā)展性原則和民主性原則,并依據(jù)具體的標(biāo)準(zhǔn)進(jìn)行策略的實(shí)施。美國(guó)中小學(xué)教師發(fā)展的區(qū)分性督導(dǎo)策略的實(shí)施有三大前提條件:一是能有效劃分教師類(lèi)型,這是區(qū)分性督導(dǎo)的基礎(chǔ),以美國(guó)馬薩諸塞州的區(qū)分性教師標(biāo)準(zhǔn)為例分析教師類(lèi)型的劃分;二是教師督導(dǎo)隊(duì)伍組成結(jié)構(gòu)多元、分工明確,督導(dǎo)人員素質(zhì)高;三是學(xué)校要有合作的文化氛圍,教師與督導(dǎo)人員之間建立良好的人際關(guān)系。美國(guó)中小學(xué)依據(jù)標(biāo)準(zhǔn)將教師劃分為熟練教師、待提高教師和不滿意教師,并采取針對(duì)性的督導(dǎo)策略。熟練教師的督導(dǎo)策略主要有行動(dòng)研究、同伴指導(dǎo)及專(zhuān)業(yè)發(fā)展團(tuán)隊(duì);待提高教師的督導(dǎo)策略主要有指導(dǎo)和檔案袋;不滿意教師的督導(dǎo)策略主要有制定強(qiáng)化援助計(jì)劃、組建支持團(tuán)隊(duì)和針對(duì)性觀察。美國(guó)中小學(xué)區(qū)分性督導(dǎo)策略的實(shí)施不僅促進(jìn)了不同教學(xué)水平教師的發(fā)展,而且改善了學(xué)校的文化氛圍,增強(qiáng)了教師的發(fā)展意識(shí)。我國(guó)和美國(guó)教師督導(dǎo)的中心任務(wù)都是促進(jìn)教師發(fā)展,教師教學(xué)水平存在差異是共同面臨的事實(shí),所以教師發(fā)展美國(guó)中小學(xué)教師發(fā)展的區(qū)分性督導(dǎo)策略可以為我國(guó)中小學(xué)教師督導(dǎo)策略提供以下啟示:第一,加強(qiáng)教師能力區(qū)分研究,完善教師能力標(biāo)準(zhǔn)體系構(gòu)建;第二,優(yōu)化教師督導(dǎo)成員結(jié)構(gòu),提高教師督導(dǎo)人員素質(zhì);第三,倡導(dǎo)多方平等合作,營(yíng)造良好的教師督導(dǎo)氛圍;第四,豐富教師督導(dǎo)策略庫(kù),增加督導(dǎo)策略的選擇性和針對(duì)性。
[Abstract]:The key of teaching quality lies in teachers. An important way to promote teachers' development is to improve teachers' teaching ability by means of effective teacher supervision strategies. However, the strategy of teacher supervision in our country is relatively general and single, which pays little attention to the differences of teachers' abilities, does not fully consider the development needs of teachers, nor pays attention to teachers' self-consciousness and free choice. This causes our country's teacher supervision strategy to appear to be unable to do in the promotion teacher development. American primary and secondary schools have rich theoretical and practical experience in distinguishing teachers' supervision strategies. It is emphasized that according to the differences of teachers' teaching level and teachers' development needs, appropriate supervision strategies should be adopted to promote teachers' professional development. The research on the differentiated supervision strategy of American primary and secondary school teachers can provide some reference and inspiration for improving the current teacher supervision strategy in our country. In the 1980s, the teacher quality problem in the United States was widely criticized. At that time, the teacher supervision strategy could not effectively improve the ability of teachers, so people began to think about how to improve the effectiveness of teacher supervision strategies. States and school districts in the United States pay more and more attention to the improvement of teachers' abilities, and the practice of supervision also pays more and more attention to the needs of teachers at different levels, together with the development of the theory of teachers' ability, the theory of adult learning and the theory of differentiated supervision. The differentiated supervision strategy emerges as the times require. The strategy of differentiated supervision in the development of primary and secondary school teachers in the United States is to promote the development of teachers at different teaching levels in order to improve the quality of teaching and the students' academic achievement. It follows the principle of difference, the principle of subjectivity, the principle of development and the principle of democracy. There are three prerequisites for the implementation of the differentiated supervision strategy for the development of primary and secondary school teachers in the United States: first, it can effectively divide the types of teachers, which is the basis of differentiated supervision. Taking the standard of differentiated teachers in Massachusetts, USA as an example, this paper analyzes the classification of teacher types; second, the teacher supervision team has a pluralistic structure, a clear division of labor, and high quality supervisors; and third, schools should have a cultural atmosphere of cooperation. Establish good interpersonal relationships between teachers and supervisors. American primary and secondary schools divide teachers into skilled teachers according to the standard. Teachers should be improved and dissatisfied. The supervision strategies of skilled teachers mainly include action research, peer guidance and professional development teams; the supervision strategies for teachers to be improved are mainly guidance and portfolio; the supervision strategies for dissatisfied teachers mainly include the formulation of intensive assistance programmes. Set up support team and target observation. The implementation of differentiated supervision strategy in American primary and secondary schools not only promotes the development of teachers at different teaching levels, but also improves the cultural atmosphere of schools and strengthens teachers' awareness of development. The central task of teacher supervision in China and the United States is to promote the development of teachers. Therefore, the differentiated supervision strategy of teacher development in American primary and secondary schools can provide the following enlightenment for Chinese primary and secondary school teachers' supervision strategy: first, strengthen the research of teacher competence differentiation, perfect the construction of teacher competence standard system; second, We should optimize the member structure of teachers' supervision and improve the quality of teachers' supervisors. Third, we should advocate equal cooperation among all sides to create a good atmosphere for teachers' supervision. Fourth, we should enrich the teacher supervision strategy base and increase the selectivity and pertinence of the supervision strategy.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G635.1

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