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基于专业发展的高校外语教师继续教育研究

Research on Continuing Education of University Foreign Language Teachers on The Basis of Professional Development

作者: 专业:教育学 导师:石瑞祥 年度:2015 学位:硕士  院校: 东北石油大学

Keywords

college and university, foreign language teachers, professional development, continuing education

        科技日新月异,网络智能升级换代,大数据时代里外语教学面对是的挑战更是机遇。教师的专业发展与职业生涯紧密相连,是贯穿个人职业生涯的不断学习、反思、发展和成长的动态过程。本文以普通高校外语教师为主要研究对象,通过分析、梳理“教师专业发展”和“教师继续教育”两组概念的相关理论和价值取向,厘清两者间的辩证关系,认为教师专业发展是继续教育的现实基础,继续教育途径的多样化是促进教师专业发展的重要途径和策略,二者有机结合,互为补充。高校外语教师的继续教育与基础教育课程改革一样受到政府、学校和学术界不同层面的关注,多年的发展实践而今硕果累累。但从总体来看仍存在诸如目标定位偏差、内容与需求脱节、专业特色不凸显、考核评价机制不健全等问题,这些都不同程度的阻碍了外语教师终生学习、终生教育目标的实现。从“补偿”到“提升”,从职业需求到自主发展,高校外语教师继续教育亟需拓展多元化发展路径,方能有助于广大教师提高教育教学研究水平,从单纯的知识传授成长为研究型的、专家型的、学者型的教育者。高校外语教师继续教育应根植于教学现实,加强教育规划的长远性;提升教师“职业生命”价值,增强教育内容的实效性;拓展继续教育模式,提高教学组织的科学性;建立健全管理与考核评价机制,提高规范化管理水平。面对经济全球化带来的教育国际化,如何促进基础继续教育向复合型人才教育的转变,坚持专业学科教育与教师职业素质教育相结合,一直是我国外语教师教育研究的探索方向,具有重要的学术价值和理论意义。论文从继续教育的理念、内容、方法及管理上进行研究,研究成果对于推进国内外“教师专业发展”和“教师继续教育”工作具有一定的指导作用和现实意义。
    Technological advances, network upgrades, foreign language teaching in the age of big data are facing with the challenge rather than opportunities. Teachers’ professional development and career are closely linked, which is the dynamic process of continuous learning, reflection, growth and development run through teacher’s own career plan. Based on the ordinary university foreign language teachers as the main object of study, trying to analyze some relevant theories and value orientation, making a distinction between concepts of two groups “teacher’s professional development” and “teachers continuing education” as well, we conclude that teacher’s professional development is the realistic basis of continuing education, while continuing education are all important ways and strategies to promote teacher’s professional development. In general, as with the new reform of basic education curriculum, which always gained wide attention from the government, schools, and academia, this theory has made extremely remarkable progress in the recent years. However, we still have long way to go in its fulfillment, some problems, such as target position deviation, divorce of content and requirements, lack of professional characteristics, imperfect inspection appraisal mechanism, may to some extent obstruct target achievement of life-long learning and education. Therefore, trying to develop diversified development path is of vital importance for teacher’s development, particularly after the compensated education for diploma and knowledgeable skills. Only in this way, could the whole educational teaching level be promoted and teachers will shoulder the duty or play the role of foreign language teaching and research. This paper proposes a multivariate selection for its situation and development. Any research should be rooted in teaching reality, strengthen the long-standing effect on fundamental education planning; promote the value of life with a professional, enhance the efficiency of education content; continuously develop education pattern, raise the scientific nature of the organization of teaching; establish the perfect management and evaluation mechanism, improve the level of standardization management.In a word, this paper studies on continuing education research on university foreign language teacher’s professional development, which has became a hot topic of teacher development. The current and further study would be beneficial to “teacher’s professional development” and “teachers continuing education”, also has taken up more and more important directive function.
        

基于专业发展的高校外语教师继续教育研究

摘要4-5
ABSTRACT5
创新点摘要6-9
绪论9-12
    一、研究的背景9
    二、研究的目的与意义9-10
    三、研究目标与内容10
    四、研究方法10-12
第一章 高校外语教师专业发展与继续教育12-22
    1.1 高校外语教师专业发展12-16
        1.1.1 对“外语教师专业发展”概念的界定12
        1.1.2 专业发展相关理论12-14
        1.1.3 专业发展的研究与价值取向14-16
    1.2 高校外语教师继续教育16-19
        1.2.1 对“外语教师继续教育”概念的界定16-17
        1.2.2 教师继续教育相关理论17-18
        1.2.3 教师继续教育发展历程与趋势18-19
    1.3 高校外语教师专业发展和继续教育的关系19-22
        1.3.1 教师专业发展——教师继续教育的现实追求19-20
        1.3.2 教师继续教育——教师专业发展的重要途径和策略20-22
第二章 基于专业发展的高校外语教师继续教育的实践探索22-26
    2.1 学历继续教育——职业需求之“补偿”教育22-23
    2.2 非学历继续教育——生命意蕴之“提升”教育23-26
        2.2.1 校本培训23-24
        2.2.2 区域协作学习共同体24
        2.2.3 个性化研修24-26
第三章 基于专业发展的高校外语教师继续教育现状分析26-30
    3.1 目标定位偏差,教育规划缺乏长远性26-27
    3.2 内容及组织形式与需求脱节,教育缺乏实效性27-28
    3.3 课程设置对专业发展体现不明显,组织教学缺乏科学性28-29
    3.4 管理与考核评价机制不健全,教育管理缺乏规范性29-30
第四章 基于专业发展的高校外语教师继续教育多元化发展策略30-40
    4.1 根植教学现实,加强教育规划的长远性30-32
        4.1.1 个人的教育哲学观30-31
        4.1.2“反思建构”的专业发展观31-32
        4.1.3“知行合一”的终身学习观32
    4.2 提升教师“职业生命”价值,增强教育内容的实效性32-34
        4.2.1 坚定职业信念,提高自我效能感32-33
        4.2.2 构建职业认同,增强职业归属感33-34
        4.2.3 培养职业素养,提升职业尊严感34
    4.3 拓展继续教育模式,提高教学组织的科学性34-37
        4.3.1“内部”自发:学习与研究中体会35
        4.3.2“外部”激发:培训与交流中成长35-36
        4.3.3 网络推进:与时俱进的“助力”36-37
    4.4 建立健全管理与考核评价机制,提高规范化管理水平37-40
        4.4.1 建立长效管理机制,优化教师发展的外部环境37-38
        4.4.2 健全完善考核评价机制,帮助教师自身问题的解决38-40
结语40-41
参考文献41-44
发表文章目录44-45
致谢45-46
附件46-51
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