【作者】 张伟；

【导师】 张筱南；

【作者基本信息】 华中师范大学 ， 语文学科教学， 2016， 硕士

【摘要】 本研究认为,入职期小学语文教师的发展指的是指刚刚入职1-3年的语文教师在一定外部环境的支持下,通过教学、反思、合作、科研等不断更新的知识结构,增长专业技能、培育专业精神,促进自我的专业发展,使自己由非语文教育专业人员成为一个较专业的语文教育专业人员。在参考了诸多关于教师专业发展的研究成果和方法后,本研究决定采取个案研究法、文献法、观察法、访谈法将入职期小学语文教师的专业发展过程和现状呈现给读者。以对入职期小学语文教师的专业知识、专业精神、专业技能三个方面进行分析探讨。分析总结出影响入职期小学语文教师发展的因素,并提出了促进入职期小学语文教师的专业发展举措。全文基本结构如下：首先是绪论部分,提出问题之后,探讨选题的价值所在,并对研究的现状进行分析。界定入职期小学语文教师专业发展的内涵,并从语文教师的专业知识、专业精神、专业技能三个方面探讨语文教师的专业发展结构,且提出本研究的思路和方法。其次,采用个案调查、问卷调查、教师访谈和课堂观察相结合的方法,对入职期小学语文教师的专业知识、专业精神、专业技能三个方面进行调查分析发现有问题如下：1.专业知识：职前知识不够扎实,特别是教育学科知识水平不深入、实践性知识的缺失；学习更新专业知识主观意愿不够积极,在知识更新途径上有形式主义倾向。2.专业精神：选择这个职业大都是外部动机所致,内部动机不足；对自己个性认识总是雾里看花；对教师职业道德存在理论上的认识不足；在专业信念上,缺乏长远规划,没有明确的目标。3.专业技能：课前准备不足,提问缺乏引导,课堂节奏混乱,点评不到位,知识讲解不够深入,文本解读逐字逐句显得太古板等。再次,根据调查与分析,对入职期小学语文教师专业发展影响因素进行分析与总结。专业发展的影响因素主要从个人因素(个人定位、人格特征),家庭因素(家庭环境、教育经历),学校因素(学校制度、组织管理、学生情况),社会因素(社会地位、工资待遇)四个方面进行展开分析。最后,促进入职期小学语文教师的专业发展设想。主要是从自我发展和外部条件两个方面进行分析,提出本研究的意见：1.自我发展是关键：树立发展意识,寻求专业发展途径；加强教学反思,形成自我教学风格。2.外部条件是保障：教育行政部门引领,改革和落实相关制度政策；学校教育管理支持,培养和激励新教师的发展；社会各界拥护,构建和维护良好的社会氛围。更多还原

【Abstract】 The present study suggests that the entry of primary school language teacher development means refers to just the entry of 1 to 3 years of language teachers in support of certain external environment, through teaching, reflection, cooperation, research and other continually updated knowledge structure, increase professional skills, foster professionalism, promote self professional development, so that their non-language education professionals to become a more professional language education professionals.In reference to the many research results and methods on teachers ’professional development, the study decided to take this case study, literature, observation, interviews will be rendered into the level of primary school language teachers’ professional development and status quo to the reader. In order for the entry of primary school language teachers’ professional knowledge, professionalism, and expertise to analyze three aspects to explore. Analyze and summarize the impact of language teachers recruited primary factor in the development and proposes to promote the entry of primary school language teachers’ professional development initiatives.The full text of the basic structure is as follows:The first part is the introduction, and then ask questions, discuss topics of the value lies, and analyzes the status of research. Defining the connotation of entry primary school language teachers’ professional development, professional development and to explore the structure of language teachers from language teachers’ professional knowledge, professionalism, expertise in three aspects, and propose ideas and methods of this study.The second part of the case, questionnaires, interviews with teachers and classroom observation method of combining, for the entry of primary school language teachers’ professional knowledge, professionalism, expertise survey found three areas in question are as follows:1. Professional knowledge:pre-vocational knowledge solid enough, especially education level is not in-depth subject knowledge, lack of practical knowledge; learning to update professional knowledge subjective intention is not positive enough, there are ways to update their knowledge in the form of tendencies.2. Professionalism: choose this career, mostly due to external motivation, lack of internal motivation; understanding of their own personality always smoke and mirrors; shortcomings theoretical understanding of professional ethics for teachers; in the professional beliefs, lack of long-term planning, no clear goals.3. Professional skills:lack of preparation before class, questioning the lack of guidance, classroom chaotic rhythm, reviews are not in place, not deep enough knowledge to explain, interpret the text word for word appears Pacific plate and the like.Again, according to the survey and analysis of the impact of the entry of Chinese Teachers’ Professional Development of Primary factors were analyzed and summarized. Factors Affecting Professional Development, mainly from personal factors (personal locator, Personality), family factors (family environment, education and experience), school factors (school system, organization and management, student cases), social factors (social status, wages) Four two aspects to analyze.Finally, to promote the entry of primary school language teachers’ professional development ideas. Mainly self-development is analyzed from two aspects and external conditions put forward in this study comments:1 self-development is the key:to establish development consciousness, seek professional development; strengthen the teaching reflection, the formation of self-teaching style.2. External conditions guarantee: administrative departments of education to lead, reform and implement policies related systems; school management support, develop and motivate the development of new teachers; community support, building and maintaining a good social atmosphere.更多还原