《基础教育课程改革背景下的教师角色研究》由会员分享，可在线阅读，更多相关《基础教育课程改革背景下的教师角色研究（81页珍藏版）》请在金锄头文库上搜索。
1、单位代码：10166硕士学位论文基础教育课程改革背景下的教师角色研究论文作者：学科专业：指导教师：培养单位：培养类别：完成时间：陈雪教育经济与管理周润智教授教育科学学院全日制2013年 06月沈阳师范大学学位评定委员会学位论文独创性声明本人所呈交的学位论文是在导师的指导下取得的研究成果。据我所知，除文中已经注明引用的内容外，本论文不包含其他个人已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示了谢意。作者签名：日期：学位论文使用授权声明本人授权沈阳师范大学研究生处，将本人硕士学位论文的全部或部分内容编入有关数据库进行检索；有权保留学位论文并向国家主管
2、部门或其指定机构送交论文的电子版和纸质版，允许论文被查阅和借阅；有权可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。保密的学位论文在解密后适用本规定。作者签名：日期：基础教育课程改革背景下的教师角色研究中 文 摘 要随着知识经济和全球信息化时代的不断推进，人们已经清晰地意识到，任何教育变革始终以人才的竞争与培养为核心宗旨，而人才的竞争与培养最终则需要依托于课程改革的开展。正是基于这样的时代背景，我国展开了新一轮的基础教育课程改革。与以往的几次课程改革相比，此次课程改革在课程结构、功能、内容、实施以及评价等方面发生了巨大变革，其宗旨在于传播新理念、传承新文化和培养新的行动方式。然而，无论是
3、课程改革新理念、新文化的传播，还是各种变革行动的实施都无法脱离教师这一关键性的角色。但无论是理论、还是实践层面，有关教师角色的争议和质疑一直存在。因此，本研究对教师角色进行了系统定位，深入剖析制约教师角色实现的影响因素，并提出针对性的对策建议。本研究的主要内容如下：首先，以基础教育课程改革为背景，从国家课程政策层面、学校课程管理层面、课堂教学层面、课改多元主体关系层面以及教师个体层面对教师角色进行了系统定位，具体角色包括：国家课程政策的专业咨询者、关键执行者以及权威评价者；学校发展与课程设置的专业决策者、学校课程实践的反思型研究者；课程内容的设计者、课程情境的创生者、教学方法的选择者；与同事、
4、学生、家庭、社区关系中的合作者；持续发展和终身学习的专业人等。其次，以教师角色意识与角色表现作为实证调查的主要维度，综合运用问卷调查和访谈调查等方法全面了解课程改革实践中教师角色的实然状态，在此基础上系统地分析制约教师角色实现的主要因素包括：国家层面，体现为教师参与的保障体系与途径存在缺失；社会层面，体现为家长“唯分论”价值观与模糊的课改认知、社会大众对课程改革的高期望与低支持；学校层面，体现为组织管理体系与教师角色实现的冲突；教师层面，体现为教师自身观念的滞后、不良的心态以及知识与能力的不足等。最后，针对制约教师角色实现的影响因素提出了相应的对策建议：从国家层面来看，完善教师参与保障体系，拓
5、展教师参与途径；从社会层面来看，加强课改宣传力度，整合社会教育力量；从学校层面来看，变革组织领导方式，完善管理制度体系；从教师层面来看，转变观念与心态，拓展知识与能力。通过整合国家、社会、学校以及教师群体的力量，促进教师角色的更好实现，推动基础教育课程改革的不断完善和发展。关键词：课程改革，教师，角色定位，制约因素，改进对策-I-The Research of Teachers Roles under theCurriculum Reform of Basic EducationAbstractWith the advancement of knowledge economy and the
6、global information age,people have clearly realized that including education and any other area, shouldregard the talents as the core objective of reform, and eventually the competition andtraining of nation talents need to rely on the curriculum reform. As this erabackground affect and the educatio
7、n development need, our country began a newround of basic education curriculum reform. It compared with the previous curriculumreforms, there are many differences in the curriculum structure, function, content,implementation and evaluation, and its purpose is to spread new ideas, new cultureand deve
8、lop a new mode of action. However, the spread of new ideas, new culture,and the implementation of curriculum reform cannot be separated from the key role ofteachers. We can see clearly from the reaction of reality, in both theory and practicelevel, the controversy and the question of teachers roles
9、always exist. Therefore, thediscussion and the research of teachers roles under the background of curriculumreform of basic education have the important value for promoting of the overallchange and development of basic education.The main content of the study are as follows: Firstly, as the backgroun
10、d offoundation education course reform , it posits the teachers roles from the nationalpolicy level, school curriculum management level, classroom teaching level , therelationships of multiple subject level and teachers individual level systempositioning. The specific roles include: professional con
11、sultants, key executives, andevaluators of national curriculum policy; the makers of school development and thecurriculum setting, the researchers of school curriculum practices; the designer of thecourse content, the creator of curriculum situation, and the selector of the teachingmethods; the coll
12、aborators with the colleagues, students, families, communities; theprofessionals of sustainable development and lifelong learning, etc. Secondly, theteachers role consciousness and role behavior as the main dimensions of the survey,and the integrated use of questionnaires and interviews survey metho
13、dcomprehensively understanding the reality of the teachers roles in the practice ofcurriculum reform. On the basis of systematically analyzing restrict factors which- II -affected the implementation of teachers roles. Form the national level, there is thedeficiency of security system and the way of
14、teachers participation. Form the sociallevel, there are the only points values and fuzzy cognitive of parents, the highexpectation and low public support of social class for the curriculum reform. From theschool level, it is the conflict between school organization management system andimplementation of teachers role. From the teacher level, there are teachers backwardidea, the bad state of mind as well as the insufficient of knowledge and ability, etc.Finally, aiming at restricting factors which affected the implementation of teachers
