農(nóng)村中學(xué)教師專業(yè)發(fā)展途徑研究——以亳州市為例

1、 農(nóng)村中學(xué)教師專業(yè)發(fā)展途徑研究 農(nóng)村中學(xué)教師專業(yè)發(fā)展途徑研究 —— ——以亳州市為例 以亳州市為例 摘 要 百年大計(jì)，教育為本，教師隊(duì)伍是教育發(fā)展的保證，新一輪教育改革背景下，教師的專業(yè)發(fā)展水平高低是教育改革能否成功的關(guān)鍵。2010 年《國家中長期教育改革和發(fā)展規(guī)劃綱要》 的頒布和實(shí)施對(duì)中學(xué)教師的專業(yè)素質(zhì)和能力提出了更高的要求， 教師的專業(yè)發(fā)展問題成為教育研究的熱點(diǎn)問題。 當(dāng)今， 農(nóng)村中學(xué)教育是整個(gè)學(xué)校教育的薄弱環(huán)節(jié)， 農(nóng)村中學(xué)教育水

2、平提高的先決條件就是在教師隊(duì)伍中比例重大的農(nóng)村中學(xué)教師專業(yè)素質(zhì)的提高， 農(nóng)村教師的專業(yè)素質(zhì)較低不僅制約了農(nóng)村學(xué)生的發(fā)展， 更阻礙了整個(gè)中學(xué)教育的前行， 因此， 深入探討農(nóng)村中學(xué)教師專業(yè)發(fā)展的途徑不僅可以促進(jìn)農(nóng)村中學(xué)教師自身發(fā)展，更能提高農(nóng)村中學(xué)整體教育水平，踐行教育改革理念。 本次研究運(yùn)用文獻(xiàn)法、 訪談法和說理統(tǒng)計(jì)法， 結(jié)合安徽省亳州市農(nóng)村中學(xué)教育現(xiàn)狀，選取利辛、渦陽、蒙城三縣的部分農(nóng)村中學(xué)，從農(nóng)村教師的特性著手，以教師專業(yè)發(fā)展的影響因

3、素為基礎(chǔ)， 調(diào)查農(nóng)村教師專業(yè)發(fā)展現(xiàn)狀， 在分析研究的基礎(chǔ)上找出問題并提出促進(jìn)農(nóng)村中學(xué)教師專業(yè)發(fā)展的有效途徑。 根據(jù)本文調(diào)查研究的結(jié)果， 目前安徽省亳州市農(nóng)村中學(xué)教師專業(yè)發(fā)展途徑中存在的問題主要是：在農(nóng)村教師師資情況方面，教師的性別結(jié)構(gòu)以男性為主，空間分布差異明顯；年齡結(jié)構(gòu)不合理，年輕教師專業(yè)發(fā)展不足；學(xué)歷水平整體相對(duì)較低，經(jīng)由繼續(xù)教育途徑而獲得學(xué)歷的比例較高；職稱評(píng)定困難，骨干教師缺乏。在專業(yè)發(fā)展情況方面，教學(xué)方法和手段單一，新理念和方

4、法應(yīng)用少；專業(yè)發(fā)展的滿意度低，專業(yè)發(fā)展的環(huán)境堪憂。專業(yè)發(fā)展途徑方面主要以“聽課加評(píng)課”和課標(biāo)研讀為主，論文研討、校本教研和課題研究等其他形式較少； 脫產(chǎn)進(jìn)修與專家講座比例高， 在職教育與脫產(chǎn)學(xué)習(xí)比例低。未來專業(yè)發(fā)展規(guī)劃方面基本空白。 經(jīng)過理論研究和實(shí)踐分析，結(jié)合農(nóng)村地理教師特性，本文研究認(rèn)為，教師專業(yè)發(fā)展途徑是指工作在鄉(xiāng)村的教師作為專業(yè)人員在專業(yè)知識(shí)、專業(yè)能力、專業(yè)思維、專業(yè)靈魂等方面不斷進(jìn)行發(fā)展和完善的有效方法與路徑。 農(nóng)村教師專業(yè)發(fā)

5、展水平的提高依賴于政府、學(xué)校和教師自身三方面。從政府層面來說，需要加強(qiáng)政策保障，強(qiáng)化資金支持； 深化職前培養(yǎng)， 端正從業(yè)動(dòng)機(jī)； 促進(jìn)支教留校， 輸送新鮮血液； 完善教師培訓(xùn)，催化教師成長。從學(xué)校層面來說，需要構(gòu)建積極校園文化，創(chuàng)設(shè)良好發(fā)展環(huán)境；完善教育評(píng)價(jià)機(jī)制，保障教師專業(yè)發(fā)展；整合教育教學(xué)資源，增加專業(yè)學(xué)習(xí)機(jī)會(huì)；強(qiáng)化校The study on the ways for country middle school teacher pro

6、fessional development —— —— Using the bozhou city as an Example Abstract Education always be the fundamental problem for one hundred years .Teachers’team is the guarantee of education development. teachers' professio

7、nal development level is the key to the success of education reform in the context of a new round of education reform.In 2010,the plan for the national medium and long-term program about the education reform and developm

8、ent outline has put forward higher request for middle school teachers' professional quality and ability , the teachers' professional development became a hot issue of education research.At present, the rural midd

9、le school education is the weak link of the secondary school education. The level of Rural middle school education is a prerequisite for improving in the major share in the rural middle school teachers to improve the te

10、achers of professional quality, the rural teachers' low professional quality not only restrict the development of rural students, but also block the progress of the middle school education.Therefore, in-depth study t

11、he method of rural middle school teachers' professional development can not only promote the rural high school teachers’development themselves, but also improve the education level and practice education reform ideas

12、 of the rural middle school. The research using three method which are literature method, interview method and statistical method.Together with the present situation of bozhou rural middle school education in anhui provi

13、nce,The author select three counties of rural middle school,there are Li xin country , Guo Yang country and Meng Cheng country. Start with the characteristics of rural teachers and the influence factors of teachers'

14、 professional development,the present situation about rural teachers' professional development was been investigated. on the basis of the analysis and research people can find problems and puts forward the effective

15、 ways to promote the rural middle school teachers' professional development. According to the result of investigation and research in this paper, the problems in the rural middle school teachers' professional de