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1、一一生堂塾痖塾直鱼量应垫达佥盘量握直论文作者签名： 邀型：指导教师签名：论文评阅人1：评阅人2：评阅人3：评阅人4：评阅人5：答辩委员会主席：委员l：委员2：委员3：委员4：委员5：答辩日期： 型!兰：!兰2杭州师范大学研究生学位论文独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得揎刿逝整盘堂或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。学位论文作者签名：刺签字日期：加，纱年f月衫日学位论文
2、版权使用授权书本学位论文作者完全了解筮刿竖基盘鲎有权保留并向国家有关部门或机构送交本论文的复印件和磁盘，允许论文被查阅和借阅。本人授权揎刿墟整态堂可以将学位论文的全部或部分内容编入有关数据库进行检索和传播，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授权书)学位论文作者签名：多绌f z， 导师签名：签字日期：函口年歹月二甲日 签字目期：必，L年r月日摘 要百年大计，教育为本；教育大计，教师为本。中学教师教育能力大小直接关系着未来人才素质的高低，关系着教育改革和发展的推进及科教兴国战略和人才强国战略实现。对中学教师教育能力进行研究，是中学教师教育能力提高的
3、需要，有利于中学教师教育能力的可持续发展，以便更好的实施教育教学，提高教育教学质量；对中学教师教育能力进行研究是实施中学教育的重要保障，是学校教学改革的需要，有利于提高国际竞争力，是国内国际形势发展的需要。本研究中，笔者运用文献资料法、访谈法和问卷调查法，通过制定的调查问卷，分析得出中学教师教育能力的结构：交流沟通、育人为先能力；推陈出新、能动教学能力；把握课标、灵活创新能力和结合教学、勤于研究能力。然后，笔者分析性别、学校级别、教龄、职称、是否为班主任、文理科与教育能力四个维度之间是否存在显著性差异。具体结果如下：一1、不同性别的教师在交流沟通、育人为先能力和推陈出新、能动教学能力中存在显著
4、性差异，而在把握课标、灵活创新能力和结合教学、勤于研究能力中不存在显著性差异。2、不同级别学校的教师在教育能力各个维度上都存在显著性差异。3、不同教龄的教师在交流沟通、育人为先能力和推陈出新、能动教学能力中不存在显著差异，而在把握课标、灵活创新能力和结合教学、勤于研究能力上存在显著差异。4、不同职称的教师在教育能力各个维度上都存在显著性差异。5、是否为班主任的教师在交流沟通、育人为先能力和结合教学、勤于研究能力中存在显著性差异，而在推陈出新、能动教学能力和把握课标、灵活创新能力中不存在显著性差异。6、文理科教师在交流沟通、育人为先能力和推陈出新、能动教学能力以及把握课标、灵活创新能力中存在显著
5、性差异，而在结合教学、勤于研究能力中不存在显著性差异。通过对现状的分析，探索出从国家、学校和个人三个方面来提高当前中学教师教育能力的策略，以期对提高中学教师教育能力有所帮助。关键词：中学教师；教育能力；提高；学校；教学AbstractHundred yearspolicy based on education；while the education policy based onteacherS。The size of middle school teacher Scompetence is related to the level of thequality of future talent
6、，to the advance of education reform and development，to theimplementation of the strategy of invigorating the country through science andeducation，to the implementation of the strategy of reinvigorating China throughhuman resource developmentTo research the middle school teacherscompetence iSthe need
7、 for the reform of school education，is an important guarantee for theimplementation of secondary education，is helpful to improve intemationalcompetitiveness，and is the needs of development of domestic and internationalsituationAt the same time，to research the middle school teacherscompetence is then
8、eed of improving the educational competence of the secondary school，and isconducive to the sustainable development of the middle school teacherscompetencein order to implement the education and teaching better and improving the quality ofeducation and teachingThe research used literature research，in
9、terview,and questionnaire surveymethodsThrough the constitution of questionnaire，the survey obtained structure ofthe middle school teacherscompetenceThe structure consists of communication andeducating people first；new dynamic teaching；seizing the curriculum standards andflexible innovation；diligent
10、 research on the basis of teachingThen，the authoranalyzed whether significance differences exist between genders，school level，teaching seniorities，titles，whether as head teacher or not，the science and literatureand the middle school teacherscompetenceSpecific results are as follows：1In the competenc
11、e of communication and educming people first，there wassignificant difference between different genders，and in the competence of newdynamic teaching，there also wasBut there was insignificant difference betweendifferent genders in the competence of seizing the curriculum standards and flexibleinnovati
12、on，and also in the competence of diligent research on the basis of teaching2In the whole competence，there was significant difference between differentsch0011eve】3。In the competence of communication and educming people first，there wassignificant difference between different teaching seniorities，and i
13、n the competence ofnew dynamic teaching，there also wasBut there was insignificant difference be伽eendifferent teaching seniorities in the competence of seizing the curriculum standardsand flexible innovation，and also in the competence of diligent research on the basisof teaching4In the whole competen
14、ce，there was significant difference between differentTitles5In the competence of communication and educating people first，there wassignificant difference between whether as head teacher or not，and in the competenceof diligent research on the basis of teaching，there also wasBut there wasinsignificant
15、 difference between whether as head teacher or not in the competence ofnew dynamic teaching，and also in the competence of seizing the curriculumstandards and flexible innovation6In the competence of diligent research on the basis of teaching，there wasinsignificant difference between different the sc
16、ience and literature，but in the otherCompetence there was significant difference between different the science andliteratureAccording to the status quo from analysis，the author explore three aspects fromthe state，schools and individuals to improve the middle school teacherscompetence，in order to help tO improve the middle school teacherscompetenceKey words：middle school teachers；competence；improve；schools；teach
