【作者】 王丽娜；

【导师】 金传宝；

【作者基本信息】 山东师范大学 ， 教育管理， 2011， 硕士

【副题名】以泰安市岱岳区为例

【摘要】 教师资源是第一教育资源,随着教育事业的发展和改革的不断深入,教师的作用和地位日益凸显。中小学教师专业发展水平的高低将直接关系到基础教育事业的成败。特别是基础教育新课程改革和义务教育经费保障机制改革的全面实施,使得师资问题被提高到前所未有的高度。在我国,农村中小学教师可以说是教师群体中的弱势群体,工作环境艰苦、福利待遇低、教育观念陈旧、自我发展意识差、在职教育培训不及时不到位、学校管理和评价不科学以及政府财政投入和政策支持不够等是制约他们专业发展与成长的主要障碍。农村中小学教师的素质尤其是专业发展问题,已成为社会各界关注的焦点。只有结合我国农村教育发展的实际需要,并采取相应对策才能有效地逐步推进农村教师专业发展。本文从教师专业发展的具体要求出发,试图通过对泰安市岱岳区农村中小学教师专业发展现状的问卷调查和深入访谈,对中小学教师专业发展面临的困境作些探究,并有针对性地提出相应的对策。近年来,随着我国教育改革的不断深化,泰安市农村教师教育及师资队伍建设也取得了显著的成绩,教师生存与发展的外部基本条件得到了显著的改善,如教师政治地位提高,经济待遇提升,教师队伍数量增加,教师学历层次明显提高等。为得到有关农村中小学教师专业发展现状的第一手资料,笔者先后对泰安市岱岳区5所中小学的400余名一线教师进行了问卷调查,对部分农村中小学教师、学校领导和教育行政干部作了深入访谈,了解到当前农村中小学教师专业发展存在的主要问题。一是教师年龄老化和知识结构老化现象突出;二是教师教育观念落后,在学术研究方面比较薄弱;三是一些教师职业意识淡薄,师德修养不佳,严重地影响了教师的职业形象;四是教师经济基础不厚实,职业待遇偏低,工作环境差,在职培训流于形式。五是教师由农村到城镇流动加剧,农村教师队伍不稳定。因此,为促进农村中小学教师专业发展,笔者探索出以下途径:一是教师要立足自身实际争做“三型教师”;二是学校要服务教师专业发展创建“四型校园”;三是要改革农村教师的管理培训模式和评价体系,建立符合农村教育发展需要的教师教育体系;四是各级政府要加大财政投入和政策支持,改善农村中小学教师专业发展的条件。更多还原

【Abstract】 Teacher resources is the first education resources. Along with the development of the cause of education and reform, teacher’s role and position are increasingly prominent. Primary and secondary school teachers’ professional development of level will directly related to the success or failure of the basic ducation career. Especially the overall implementation of the foundation education curriculum reform and education funds safeguard mechanism reform makes teacher resources raised to unprecedented levels. Teachers in rural primary and secondary schools in China is vulnerable groups among teachers. They work hard but welfare benefits are low.Their education ideasare not fresh, and they are lacking in self development consciousness .Post-career education training does not reach the designated position and schools are lacking in scientific management and evaluation .All of this are the main obstacle restricting their professional development and growth. The quality of rural primary and secondary school teachers, especially their professional development problems, has become the focus of the attention of the society. Only in combination with actual need of the development of rural education, and by adopting relating countermeasures can effectively promote the gradual rural teachers’ professional development.From the aspect of specific requirements of teachers’ professional development,this article tries to make some exploration of the problems that rural primary and secondary school teachers have by a questionnaire investigation and in-depth interviews about teachers in DaiYue District of TaiAn city. It also gives the corresponding countermeasures to promote rural primary and secondary school teachers’professionaldevelopment .In recent years, with the deepening of the reform of the education in China TaiAnShi education and rural teachers, teachers team construction also have achieved remarkable results, the teacher of subsistence and development of external basic conditions had been improved markedly, such as teachers and political status rises, the economic treatment to ascend, teachers, teachers’ education levels increase significantly. About rural primary and secondary school teachers for professional development situation first-hand material, the author TaiAnShi successively in the DaiYueOu 5 schools more than 400 senior teachers has carried on the questionnaire survey to parts of rural primary and secondary school teachers, school leaders and education administrative cadre’s in-depth interviews, understands the current rural teachers’ professional development main existing problems. One is a teacher and knowledge structure of the aging of aging prominent; 2 it is education concepts backward, in academic research aspects quite weak; 3 it is rural primary and secondary school teachers’ professional consciousness, some poor ethics, seriously influenced teacher’s professional image; Four teachers economic basis not thick, professional treatment is low, the working environment is poor, teachers’ in-service training formalism. Five teachers from rural to urban, rural teachers flow aggravate instability.In view of the above problems are analyzed, and put forward to promote rural primary and secondary school teachers professional development countermeasures. The measures are as follows: first,teachers should be vying for "three-type teachers"; second, schools should service teacher ,develop in a professional way and create "four-type campuses"; third,there is a need to reform the management of rural teachers training mode and evaluation system and establish teachers education system suitable for rural education development; last , the government should increase the financial investment and policy support, and improve the rural primary and secondary school teachers’ professional development conditions.更多还原