延吉市城市小學初任教師校本入職培訓現(xiàn)狀研究
發(fā)布時間：2018-10-21 14:57
【摘要】：初任教師作為補充到教師隊伍中的新鮮血液,其發(fā)揮著穩(wěn)定教師隊伍和保證教育教學質(zhì)量的關鍵作用,然而初任教師在入職初期所面臨的生存狀態(tài)卻令人擔憂。由于剛剛從學生身份轉(zhuǎn)變?yōu)榻處熒矸?他們面臨著教育教學、環(huán)境適應、人際關系等諸多方面的問題和困惑,面對這些問題和困惑他們往往表現(xiàn)出緊張、焦躁、憂慮的情緒,產(chǎn)生心理疾病,離職現(xiàn)象也比較嚴重。想要破解這一難題,就要回歸到初任教師生存的土壤——就職學校來解決。初任教師所就職的學校對其在入職初期進行的校本培訓作為初任教師參與最直接、參與時間最長的方式,其實施效果的好與壞直接影響著初任教師的角色轉(zhuǎn)換、工作能力、專業(yè)發(fā)展、整體素質(zhì)等諸多方面。因此,加強初任教師校本入職培訓的研究,對初任教師更好更快地適應新角色有著深遠的意義。本研究以延吉市城市小學近四年來入職的初任教師為研究對象,綜合運用文獻法、調(diào)查法、訪談法,調(diào)查延吉市城市小學初任教師校本入職培訓的培訓現(xiàn)狀和培訓效果。分析培訓內(nèi)容、培訓方式、培訓評價三個方面對培訓效果的影響,并深入探析其中存在的問題。根據(jù)調(diào)查結果和深度訪談,提出有針對性的建議,幫助初任教師能夠更好更快地適應教師職業(yè)角色轉(zhuǎn)換,解決他們在入職初期所面臨的各種困惑,提升他們堅定的教師職業(yè)信心。并進一步豐富有關初任教師校本入職培訓的研究,為今后初任教師校本入職培訓工作的開展提供一些有益的參考。通過調(diào)查研究得出如下結論：第一,現(xiàn)有初任教師校本入職培訓內(nèi)容傾向于共性化的理論知識,培訓形式傾向于傳統(tǒng)的經(jīng)驗式學習,培訓評價傾向于針對初任教師的單一化評價和結果評價,培訓整體效果處于一般水平。第二,培訓內(nèi)容的針對性和實用性不強導致初任教師不能獲得所需的知識和能力,不能有效解決在實際工作中遇到的問題和困惑。第三,培訓形式過于傳統(tǒng)和單一導致初任教師的參與熱情不高,創(chuàng)新能力和發(fā)散性思維受到限制,培訓資源不能充分利用。第四,培訓評價體系不健全導致培訓難以得到保障,培訓流于形式。針對以上存在的問題,提出如下建議：第一,設置符合初任教師成長特點和差異化的培訓內(nèi)容。第二,提供多種新穎的培訓形式,拓寬培訓資源渠道。第三,明確培訓主體責任,完善培訓評價體系。第四,建立健全培訓保障制度。第五,給予初任教師“入職緩沖期”的特殊保護。
[Abstract]:As a new blood supplement to the teaching staff, the new teachers play a key role in stabilizing the teaching staff and ensuring the quality of education and teaching. However, the initial teachers are faced with worrying living conditions at the beginning of their service. As they have just changed from student status to teacher status, they are faced with problems and puzzles in education and teaching, environmental adaptation, interpersonal relations, and so on. In the face of these problems and puzzles, they often show tension, impatience and anxiety. Psychological illness, the phenomenon of separation is more serious. To solve this problem, we have to return to the soil of the survival of the new teachers-Inaugural School to solve. As the most direct and longest way for the initial teachers to participate in the school-based training in the initial stage of their employment, the good or bad effect of the implementation of the training has a direct impact on the role transformation and working ability of the initial teachers. Professional development, overall quality and many other aspects. Therefore, it is of great significance for new teachers to adapt to the new role better and faster. This research takes the new teachers of Yanji city primary school in the past four years as the research object, synthetically applies the literature method, the investigation method, the interview method, investigates the training present situation and the training effect of the school-based training of the initial primary school teachers in Yanji city. This paper analyzes the influence of training content, training method and training evaluation on the training effect, and probes into the existing problems. Based on the results of the survey and in-depth interviews, the author puts forward some specific suggestions to help new teachers adapt better and faster to the transition of teachers' professional roles, and to solve the various puzzles they face in the early stage of their employment. Enhance their firm confidence in the profession. It further enriches the research on school-based induction training for new teachers, and provides some useful references for the development of school-based induction training for new teachers in the future. The conclusions are as follows: first, the contents of the school-based induction training for new teachers tend to generalize the theoretical knowledge, and the training forms tend to the traditional experiential learning. Training evaluation tends to single evaluation and result evaluation for new teachers, and the overall effect of training is at the general level. Second, the lack of pertinence and practicability of the training content leads to the initial teachers unable to acquire the required knowledge and ability, and can not effectively solve the problems and puzzles encountered in practical work. Third, the training form is too traditional and single, which leads to the lack of enthusiasm for the participation of new teachers, the limitation of innovation and divergent thinking, and the insufficient use of training resources. Fourth, training evaluation system is not perfect, training is difficult to be guaranteed, training is a mere formality. In view of the above problems, the following suggestions are put forward: first, setting up the training contents which accord with the growth characteristics and differentiation of the new teachers. Second, to provide a variety of innovative forms of training and broaden the channels of training resources. Third, clarify the responsibility of the main body of training, improve the training evaluation system. Fourth, establish and perfect the training guarantee system. Fifth, give the special protection of the "entry buffer period" to the newly appointed teachers.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G625.1
本文編號：2285451
[Abstract]:As a new blood supplement to the teaching staff, the new teachers play a key role in stabilizing the teaching staff and ensuring the quality of education and teaching. However, the initial teachers are faced with worrying living conditions at the beginning of their service. As they have just changed from student status to teacher status, they are faced with problems and puzzles in education and teaching, environmental adaptation, interpersonal relations, and so on. In the face of these problems and puzzles, they often show tension, impatience and anxiety. Psychological illness, the phenomenon of separation is more serious. To solve this problem, we have to return to the soil of the survival of the new teachers-Inaugural School to solve. As the most direct and longest way for the initial teachers to participate in the school-based training in the initial stage of their employment, the good or bad effect of the implementation of the training has a direct impact on the role transformation and working ability of the initial teachers. Professional development, overall quality and many other aspects. Therefore, it is of great significance for new teachers to adapt to the new role better and faster. This research takes the new teachers of Yanji city primary school in the past four years as the research object, synthetically applies the literature method, the investigation method, the interview method, investigates the training present situation and the training effect of the school-based training of the initial primary school teachers in Yanji city. This paper analyzes the influence of training content, training method and training evaluation on the training effect, and probes into the existing problems. Based on the results of the survey and in-depth interviews, the author puts forward some specific suggestions to help new teachers adapt better and faster to the transition of teachers' professional roles, and to solve the various puzzles they face in the early stage of their employment. Enhance their firm confidence in the profession. It further enriches the research on school-based induction training for new teachers, and provides some useful references for the development of school-based induction training for new teachers in the future. The conclusions are as follows: first, the contents of the school-based induction training for new teachers tend to generalize the theoretical knowledge, and the training forms tend to the traditional experiential learning. Training evaluation tends to single evaluation and result evaluation for new teachers, and the overall effect of training is at the general level. Second, the lack of pertinence and practicability of the training content leads to the initial teachers unable to acquire the required knowledge and ability, and can not effectively solve the problems and puzzles encountered in practical work. Third, the training form is too traditional and single, which leads to the lack of enthusiasm for the participation of new teachers, the limitation of innovation and divergent thinking, and the insufficient use of training resources. Fourth, training evaluation system is not perfect, training is difficult to be guaranteed, training is a mere formality. In view of the above problems, the following suggestions are put forward: first, setting up the training contents which accord with the growth characteristics and differentiation of the new teachers. Second, to provide a variety of innovative forms of training and broaden the channels of training resources. Third, clarify the responsibility of the main body of training, improve the training evaluation system. Fourth, establish and perfect the training guarantee system. Fifth, give the special protection of the "entry buffer period" to the newly appointed teachers.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G625.1
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