【作者】 祁玉娟；

【导师】 陈梦稀；

【作者基本信息】 湖南科技大学 ， 课程与教学论， 2008， 硕士

【摘要】 教师学习是教师专业发展的基础和前提,教师要成为一个成熟的专业人员,需要通过不断的学习与探究来拓展其专业内涵,提高专业水平,从而达到专业成熟的境界。长期以来,我国教师专业能力的提高主要通过正式培训的形式,培训的内容、途径和形式多是考虑教育部门和学校发展的需要,这使得教师的学习往往成为一种被动的、应付式的“文凭学习”,而且这种“培训式学习”通常远离教师的教学实践,也不利于充分发挥教师学习的主动性和积极性。因此这种正式培训形式对教师专业发展的效果一直受到质疑。教师的职业特点决定了大部分的教师学习不可能采取脱离教学实践的正规培训方式,而基于工作场所的以“做中学”为特征的非正式学习能够满足日常工作情景下的教师专业发展需要。教师的实践性知识中大部分知识是缄默知识,这一特点更决定教师的学习应加强同事之间的互动与交流,通过观察、模仿、请教他人等非正式学习方式,主动提升自己的专业技能。本研究在情景学习、内隐学习、缄默知识和成人学习等理论背景下,通过问卷调查和访谈等形式研究了湖南省长株潭地区七所中小学校教师学习的现状及对专业发展的影响,着重调查了影响中小学教师非正式学习的因素。研究发现影响教师非正式学习的主要因素有教师文化、学习环境、学校制度文化、教师学习观和教师的人格特征。然后根据文献分析、访谈和问卷调查结果提出了促进教师非正式学习的五条应对策略:构筑合作的教师文化、完善教师非正式学习的环境、重构学校制度文化、提高教师的学习能力和提升教师的职业人格魅力。更多还原

【Abstract】 Teacher learning is the basis and precondition of teacher professional development. In order to be expert in teaching, a teacher is supposed to widen his professional outlook, enhance his professional capability, by nonstop learning and studying, and then he will be able to reach efficient profession. Ever since a long time ago, teachers in our country promote their professional ability mainly by means of formal training, which decides its approach and form in consideration of the need by educational departments and of the school development. This type of learning often leads teachers’ learning to "learning for diplomat" that is both passive and purpose-oriented. Plus it goes far away from teaching practice, which may fail to bring teachers’ learning initiative and active into full play. Thus the good effects formal training has on teacher professional development have long been doubted. The features of teaching career rule that most of the teacher learning cannot keep away from teaching practice in the form of formal training. While the informal learning based on working places bearing the feature of "Learning amid Practicing" can meet the need of teacher professional development on a daily working basis. In addition, that most of teacher’s practice knowledge is tacit knowledge even decides teachers should learn to strengthen interactivities and exchanges with their colleagues, and actively promote their professional skills through informal learning such as observing, imitating, inquiring etc.This report studies the current situation of teacher learning and the effects it has on professional development in seven primary and secondary schools of Changzhutan region of Hunan province, which is based theoretically on situated learning, implicit learning, tacit knowledge and adult learning by way of questionnaire inquisition and interview. It reveals the main factors that impact informal teacher learning include teachers’ culture, learning environment, school system culture, viewpoint of teachers’ learning and teachers’ personality. Then by the results of document analysis, interview and questionnaire inquisition, it offers five coping strategies to better informal teacher learning: to structure cooperative teachers’ culture, to improve informal teaching learning environment, to restructure school system culture, to promote teachers’ learning capability and to upgrade the personal charm of teacher career.更多还原