【作者】 张慧；

【导师】 乔资萍； 武先玲；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 百年大计,教育为本,教育大计,教师为本。近年来,国家教育部大力呼吁培养一批师德高尚,作风优良,治学严谨的高素质教师队伍。专家型教师作为教师群体的领军人物,拥有着更丰富的专业知识结构和实践经验,是教师专业发展的目标诉求,理应承担培养社会主义建设人才的使命。小学阶段是培养学生心智成熟的关键期,小学语文课程又是学生学习母语的基本课程,小学语文教师自然成为学生认识世界、感知世界的有形窗口。“只有看过世界的教师,才能把世界教给学生”。小学语文专家型教师不仅教知识,更重要的是教学生做人,一个正能量、积极乐观、向上发展的教师才可以教育出真正的学生。因此,对学生发展来说,研究小学语文专家型教师个人专业成长历程,深入探究成长背后的原因显得尤为重要。本研究以A区B小学的语文专家型教师N老师作为研究对象,对其进行个案研究。以费斯勒的教师职业生涯发展理论为理论基础,运用访谈法、个案研究法和观察法对专家型教师的成长印记考察,从个人环境、组织环境和社会环境三个层面分析影响专家型教师成长的因素,从中获得启示。通过整理访谈内容发现,专家型教师的成长一般经历以下几个阶段:沉淀期朴实无华的愿望;适应期初为人师的悲喜;成长期教出自己的特色;突破期又见一方净土;稳定期做一个幸福的赶路人;创生期仍躬耕于田间地头。每个阶段发生不同故事,从故事本身看实质,专家型教师成长背后,多种因素发挥着作用。从个人环境因素看,既有坚实有力的家庭支持,又受教师个人积极奋进的职业价值观和成长中峰回路转的关键事件影响;从组织环境因素看,公平严谨的学校管理、文化润泽的学校氛围以及言无不尽的教研团队都潜移默化地影响专家型教师成长;从社会环境因素看,国家教育政策的支持、齐鲁文化的滋养熏陶着专家型教师的一言一行。根据不同影响因素,进行具体划分和阐释。最后,围绕专家型教师成长印记及背后的影响因素,得出以下启示:对教师个人而言,成为社会认可的专家型教师,必须具备“以书为伴,以生为本,师从名师、以研促教”的重要特质。但教师的成长离不开外部力量的支持,为此,构建教师发展共同体以及政策支持都是必不可少的。更多还原

【Abstract】 A century long plan,education as the foundation,education as the foundation,teachers as the foundation.In recent years,the Ministry of Education of the People’s Republic of China has vigorously called for the cultivation of a high-quality teaching team with noble professional ethics,excellent work style,and rigorous academic research.As a leading figure in the teacher community,expert teachers have a richer professional knowledge structure and practical experience,which is the goal and demand of teacher professional development.They should undertake the mission of cultivating socialist construction talents.The primary school stage is a crucial period for cultivating students’ mental maturity,and the primary school Chinese curriculum is also a basic course for students to learn their mother tongue.Primary school Chinese teachers naturally become a tangible window for students to understand and perceive the world.Only teachers who have seen the world can teach the world to students.Primary school Chinese language expert teachers not only teach knowledge,but more importantly,teach students how to be human beings.Only a teacher with positive energy,positive optimism,and upward development can educate true students.Therefore,for student development,it is particularly important to study the personal professional growth process of primary school Chinese language expert teachers and deeply explore the reasons behind their growth.This study takes Teacher N,a Chinese language expert teacher from Primary School B in Zone A,as the research object and conducts a case study on him.Based on Fessler’s theory of teacher career development,this study uses interview,case study,and observation methods to examine the growth imprints of expert teachers.It analyzes the factors that affect the growth of expert teachers from three levels: personal environment,organizational environment,and social environment,and obtains inspiration from them.Through organizing the interview content,it was found that the growth of expert teachers generally goes through the following stages: the desire for simplicity during the sedimentation period;The joys and sorrows of being a teacher at the beginning of the adaptation period;Teach one’s own characteristics during growth;During the breakthrough period,we have seen another pure land;Be a happy traveler during the stable period;During the creation period,they still worked hard in the fields and fields.Different stories occur at each stage,and from the perspective of the story itself,various factors play a role in the growth of expert teachers.From the perspective of personal environmental factors,there is both solid and strong family support,as well as the influence of teachers’ personal positive and enterprising professional values and key events in their growth;From the perspective of organizational environmental factors,fair and rigorous school management,a culturally rich school atmosphere,and an endless teaching and research team all have a subtle impact on the growth of expert teachers;From the perspective of social environmental factors,the support of national education policies and the nourishment of Qilu culture have influenced the words and actions of expert teachers.Based on different influencing factors,specific divisions and explanations will be made.Finally,based on the growth imprints and influencing factors of expert teachers,the following insights can be drawn: for individual teachers,to become socially recognized expert teachers,they must possess the important characteristics of "being accompanied by books,student-centered,following famous teachers,and promoting teaching through research".However,the growth of teachers cannot be separated from the support of external forces.Therefore,building a community for teacher development and policy support are essential.更多还原