發(fā)布時間：2018-01-02 13:33

  本文關(guān)鍵詞：民族地區(qū)高校外語教師學(xué)習(xí)及支持研究　出處：《西南大學(xué)》2017年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 民族地區(qū)高校 外語教師 學(xué)習(xí) 支持

【摘要】：教師學(xué)習(xí)是教師職業(yè)化發(fā)展對教師提出的必然要求。隨著教師職業(yè)化的深入,教師作為學(xué)習(xí)的職業(yè)這一觀點逐漸形成。因為,教師持續(xù)學(xué)習(xí)不僅保障了專業(yè)知識的更新與供給,更是履行教育使命和實現(xiàn)個人生命價值的重要條件。由于外語教師學(xué)習(xí)發(fā)展與個人、教學(xué)實踐、環(huán)境、支持等因素緊密聯(lián)系,我們對民族地區(qū)高校外語教師的學(xué)習(xí)問題進(jìn)行研究。通過獲得的數(shù)據(jù),嘗試構(gòu)建支持教師不斷學(xué)習(xí)的框架系統(tǒng),以期實現(xiàn)教師學(xué)習(xí)機(jī)會最大化。首先,深入理解教師學(xué)習(xí)的實踐性、情境性、動態(tài)性、社會性等特征。借鑒社會文化學(xué)習(xí)理論、系統(tǒng)復(fù)雜理論及現(xiàn)代社會學(xué)習(xí)發(fā)展的“自我-社群”思想,把教師學(xué)習(xí)置于更全面、整體、動態(tài)、系統(tǒng)的視角下進(jìn)行考察,為探尋外語教師學(xué)習(xí)提供理論支持。其次,深度理解外語教師學(xué)習(xí)是研究過程的關(guān)鍵。從知識視角,剖析教師知識與實踐的關(guān)系,并指出教師知識來源、方式以及表征形式。研究認(rèn)為:真正促進(jìn)教師成長的是那些“隱性”知識,即實踐性知識,這是教師學(xué)習(xí)的重要方面;另外,從超越知識視角剖析教師學(xué)習(xí)深刻的蘊(yùn)意、學(xué)習(xí)發(fā)生的內(nèi)在動力以及最終目標(biāo)。研究認(rèn)為:時代賦予語言教師“思想代言人”的角色和使命,外語教師學(xué)習(xí)與個人、學(xué)生、學(xué)校及社會發(fā)展緊密聯(lián)系;教師學(xué)習(xí)動機(jī)、認(rèn)知水平、職業(yè)投入程度對學(xué)習(xí)產(chǎn)生重要影響,教師個體內(nèi)在要素乃是推動學(xué)習(xí)不斷持續(xù)的源動力;教師學(xué)習(xí)的目標(biāo)是提高教育知能。最后,在外語教師學(xué)習(xí)理論指導(dǎo)下,通過對教師知識發(fā)生機(jī)制和教師學(xué)習(xí)內(nèi)容分析,以實證研究探索我國民族地區(qū)高校外語教師學(xué)習(xí)及支持問題。本研究運用問卷調(diào)查、訪談和敘事方法并實地考察,對我國4個民族省區(qū)14所高校527名外語教師的學(xué)習(xí)進(jìn)行研究。通過分析外語教師對學(xué)習(xí)的認(rèn)識、動機(jī)、投入方式等,結(jié)合教師學(xué)習(xí)需求、環(huán)境及學(xué)習(xí)的支持現(xiàn)狀,在教師學(xué)習(xí)發(fā)展原則和需求基礎(chǔ)上,構(gòu)建民族地區(qū)高校外語教師學(xué)習(xí)支持系統(tǒng)。研究發(fā)現(xiàn):(1)民族地區(qū)高校外語教師對學(xué)習(xí)具有較高水平的認(rèn)識,并擁有積極的學(xué)習(xí)體驗;內(nèi)部動機(jī)是驅(qū)動教師不斷學(xué)習(xí)的根本力量;教師主要運用自我反思、合作和在實踐中探究學(xué)習(xí);(2)教師學(xué)習(xí)需求包括個人、職業(yè)和制度方面。國家教育發(fā)展、民族地區(qū)教育發(fā)展、外語教育改革與發(fā)展是重要的外部需求因素;(3)教師學(xué)習(xí)支持環(huán)境和條件相對薄弱,民族地區(qū)高校外語教師大多處在“限制性”學(xué)習(xí)環(huán)境中,但教師常通過發(fā)揮個體能動性與環(huán)境積極互動,獲得成長的機(jī)會和可能;教師對于學(xué)習(xí)發(fā)展擁有較高的期望,特別希望獲得更多學(xué)習(xí)機(jī)會和條件�；�于獲得的數(shù)據(jù)并在有效支持教師學(xué)習(xí)發(fā)展的原則和框架下,結(jié)合民族地區(qū)高校外語教師學(xué)習(xí)現(xiàn)狀、需求及環(huán)境因素分析,本研究認(rèn)為:支持外語教師學(xué)習(xí)系統(tǒng)由個人、(院)系部、學(xué)校和社會四層“同心圓”組成,教師通過充分發(fā)揮個體能動性、學(xué)習(xí)領(lǐng)導(dǎo)力和自主性,以實現(xiàn)學(xué)習(xí)對于教師職業(yè)行為、職業(yè)態(tài)度和職業(yè)知識的變化,進(jìn)而提高教育知能和實現(xiàn)個人生命的價值。研究結(jié)論強(qiáng)調(diào)指出:(1)民族地區(qū)高校外語教師學(xué)習(xí)具有典型的實踐相關(guān)性特征;(2)教師學(xué)習(xí)需求呈現(xiàn)一致性和多樣性特點;(3)“拓展性學(xué)習(xí)環(huán)境”是民族地區(qū)高校外語教師學(xué)習(xí)的重要保證;(4)系統(tǒng)學(xué)習(xí)支持是教師學(xué)習(xí)的根本保障。為此,支持教師學(xué)習(xí)的力量應(yīng)是系統(tǒng)的、整體的、動態(tài)的和持續(xù)的。只有通過提高教師學(xué)習(xí),才能從根本上提高民族地區(qū)外語教育,進(jìn)而實現(xiàn)教育發(fā)展的公平和公正。
[Abstract]:Teacher learning is the inevitable requirement of the development of teachers' occupation teachers put forward. With the deepening of teachers' occupation, teachers as the idea of learning occupation gradually formed. Because the teacher continuous learning not only ensures the update and supply of professional knowledge, but also an important condition to fulfill the mission of education and the realization of individual value of life. Because of foreign language teachers learning and personal development, teaching practice, environment, support and other factors closely, we have conducted a research of college foreign language teachers in minority regions. The data obtained through learning problems, tries to construct the framework of support system of teachers constantly learning, in order to realize the maximization of teachers' learning opportunities. First, in-depth understanding of the practice of teacher learning situational, dynamic, and social characteristics. From the social and cultural learning theory, complex theory and modern social learning development system of "self - Community" thought, the Teacher learning in a more comprehensive, integrated, dynamic, system from the perspective of foreign language teachers, to explore the study to provide theoretical support. Secondly, the depth of understanding of foreign language teachers is the key to study the learning process. From the perspective of knowledge, analysis of the relationship between teachers' knowledge and Practice, and points out that teachers' knowledge sources, and representation. That really promotes the development of teachers is the "recessive" knowledge, namely practical knowledge, which is an important aspect of teacher learning; in addition, from the perspective of knowledge beyond the analysis of teachers' learning profound meaning, learning intrinsic motivation occurs as well as the ultimate goal. The results show that endowed language teachers "thought and spokesperson role the mission of foreign language teachers learning and individual students, schools, and social development; teachers' learning motivation, cognitive level, Occupation Commitment habits have an important impact on the school, a teacher In vivo factors is to promote the learning power continuously; teacher learning goal is to improve education knowledge. Finally, study on the theories of foreign language teachers, through the knowledge of teachers and teachers' learning mechanism of content analysis, empirical research in the exploration of college foreign language teachers in ethnic minority areas of China. This study support learning and use questionnaire, interview and narrative method and field investigation, study of 527 foreign language teachers in China 4 ethnic groups of 14 universities in learning. Through the analysis of foreign language teachers' understanding of the learning motivation, input methods, combined with teachers' learning needs and learning environment to support the status quo, development principles and requirements in teacher learning based on the construction of college foreign language teachers in minority area learning support system. The study found that: (1) understanding of college foreign language teachers in minority areas with higher levels of learning, and has actively Learning experience; internal motivation is the fundamental driving force of teachers learning; teachers mainly use self reflection, cooperation and inquiry learning in practice; (2) teachers' learning needs including personal, occupation and system. The national education development, education development in ethnic minority areas, the reform and development of education in a foreign language is an important factor in external demand; (3) teachers' learning support environment and relatively weak conditions, foreign language teachers in Colleges and universities in minority areas are mostly in the "restricted" learning environment, but the teachers often play through individual initiative and positive interaction environment, growth opportunities and potential for development; teacher learning has high expectations, especially hope to get more learning opportunities and conditions based on the data obtained and learning principles and framework in the development of effective support of teachers, combined with college foreign language teachers in minority area learning present situation, demand and environmental factors Analysis, this study suggests that learning system by the personal support of foreign language teachers (hospital) department, school and society four layers of "concentric circles", teachers can give full play to individual initiative, learning leadership and autonomy, in order to achieve learning for teachers' occupation behavior, occupation occupation attitude and knowledge change, and improve education knowledge and realize their value of life. The conclusion of the study emphasized: (1) college foreign language teachers in minority areas associated with typical characteristics of practical learning; (2) teachers' learning demand presents the consistency and diversity characteristics; (3) the expansion of learning environment "is an important guarantee for college foreign language teachers in minority areas of learning; (4) learning support system is the fundamental guarantee of teacher learning. Therefore, teachers support the power of learning should be systematic, overall, dynamic and sustained. Only by improving teachers' learning, in order to fundamentally improve Foreign language education in ethnic minority areas can realize the fairness and impartiality of the development of education.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G645.1;H319.3
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本文編號：1369450