發(fā)布時間：2018-05-24 13:25

  本文選題：中小學(xué)語文教師 + 職業(yè)高原期�。� 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：中小學(xué)語文教師專業(yè)發(fā)展指的是：學(xué)段上處于小學(xué)到高中的語文教師,在內(nèi)在因素和外部環(huán)境共同作用下,個體專業(yè)不斷發(fā)展的過程。在專業(yè)發(fā)展過程中,語文教師不可避免會受到“職業(yè)高原期”的影響,其專業(yè)發(fā)展在一定階段停滯不前。語文課程不斷改革的今天,中小學(xué)語文教師克服職業(yè)高原現(xiàn)象,實(shí)現(xiàn)專業(yè)發(fā)展更加重要。在借鑒了關(guān)于教師專業(yè)發(fā)展方面的研究后,本研究決定采取多重個案研究法,以一名小學(xué)語文教師,一名初中語文教師和一名高中語文教師為多重個案研究研究對象。在研究過程中,根據(jù)訪談提綱,分別對研究對象及其學(xué)校領(lǐng)導(dǎo)、班級學(xué)生進(jìn)行了半結(jié)構(gòu)化訪談,對其中一個研究對象進(jìn)行了歷時兩個月的課堂觀察,搜集了一些關(guān)于研究對象的實(shí)物資料。本研究對中小學(xué)語文教師職業(yè)高原期的表現(xiàn)、影響因素進(jìn)行分析,提出了關(guān)于緩解教師職業(yè)高原現(xiàn)象的研究建議。全文基本結(jié)構(gòu)如下：第一部分是本論文的引言,主要介紹了研究背景、研究價值與研究目的、相關(guān)概念界定、研究框架及主要使用的研究方法。第二部分從語文教師的職業(yè)品格、語文教師的學(xué)業(yè)知識、語文教師的教學(xué)技能、語文教師的科研能力四個方面探討語文教師的專業(yè)素養(yǎng),建立了本研究關(guān)于語文教師職業(yè)高原期的理論依據(jù)。第三部分分述了三位處于或曾經(jīng)有過職業(yè)高原期語文教師的職業(yè)高原狀況,主要分析了這三名語文教師在職業(yè)高原期的表現(xiàn)及促使其產(chǎn)生職業(yè)高原現(xiàn)象的因素。第四部分對影響中小學(xué)語文教師職業(yè)高原期的職業(yè)因素、個人環(huán)境因素、學(xué)校環(huán)境因素和社會環(huán)境因素四個方面因素進(jìn)行了分析。第五部分針對語文教師出現(xiàn)職業(yè)高原現(xiàn)象的成因,從社會擁護(hù)、專家引導(dǎo)、學(xué)校支持和自主發(fā)展四個方面提出了緩解中小學(xué)語文教師職業(yè)高原現(xiàn)象的建議。第六部分是本研究的結(jié)語部分,提出了本研究的研究結(jié)論、研究貢獻(xiàn)、研究限制和研究建議。
[Abstract]:The professional development of Chinese teachers in primary and secondary schools refers to the process of the continuous development of the individual specialty under the action of the factors and the external environment. In the course of professional development, Chinese teachers will inevitably be influenced by the "career plateau" in the course of professional development, and their professional development is stagnated at a certain stage. With the continuous reform of Chinese language curriculum, Chinese teachers in primary and middle schools overcoming the phenomenon of professional plateau and realizing professional development are more important. After learning about the professional development of teachers, this study decides to take multiple case studies, which is a primary language teacher, a junior high school Chinese teacher and a high school Chinese teacher. In the course of the study, in the course of the study, according to the outline of the interview, a semi structured interview was conducted on the subjects and their school leaders, and the class students were interviewed. One of the subjects was observed for two months, and some materials on the research were collected. The performance of the plateau period and the influencing factors are analyzed, and the research suggestions on alleviating the teachers' plateau phenomenon are put forward. The basic structure of the full text is as follows: the first part is the introduction of this paper, which mainly introduces the research background, the research value and research purpose, the definition of related concepts, the research framework and the main methods used in the study. The second part is the research method. From four aspects: the professional character of the Chinese teachers, the academic knowledge of the Chinese teachers, the teaching skills of the Chinese teachers, and the scientific research ability of the Chinese teachers, the professional accomplishment of the Chinese teachers is discussed. The theoretical basis of this study on the career plateau period of the Chinese teachers is established. The third part describes the three positions in or once the career plateau period of Chinese teaching. The professional plateau status of the teachers, mainly analyzed the performance of the three language teachers in the career plateau and the factors that promoted the plateau phenomenon. The fourth part analyzed the occupational factors, the individual environmental factors, the school environmental factors and the social environment factors which influenced the vocational plateau period of primary and middle school language teachers. The fifth part, in view of the causes of the phenomenon of language teachers' Career Plateau, puts forward some suggestions on alleviating the occupational plateau phenomenon of primary and middle school language teachers from four aspects of social support, expert guidance, school support and independent development. The sixth part is the conclusion of this study, and puts forward the research conclusions, contributions and limitations of this study. Research suggestions.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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本文編號：1929217