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湖南省A县农村初中教师科研素养提升研究--摘要

2016-05-05 20:23 字体:   打印 收藏 

摘 要

        我国实施的新一轮基础教育课程改革,彻底改变了教师传统的教学模式,教师不再仅仅是传授者,还要成为学习者和研究者。广大教师边教学边研究,将教学与研究有机结合,是我们当代教师的象征。农村是我国基础教育的薄弱环节,农村教育质量的提高,主要取决于教师的教育教学水平,而开展科研实践最重要的任务是提高教师专业水平和教学能力。这就要求农村教师要以一个研究者的身份从事教育科研,充分发挥自己的创造性、强化研究意识,根据学校实际,研究教育的发展趋势,研究教材的特点,研究学生的心理及个性差异,从而提升教育教学质量。同时,教师职业本身的内涵、教育教学改革实践与教师专业发展的内在需求都要求重视教师科研素养的培养,要求教师不断提高自身的科研素养。因此,重视教师科研素养的提升是世界教师自身发展的重要趋势。
本研究运用文献、访谈、调查等方法,以湖南省A县为个案,在对教师教育科学研究、教师教育科研素养及构成以及农村初中教师教育科学研究的基本要求进行界定的基础上,从科研素养的构成要素即科研意识整体水平、科研基础理论知识、科研实践操作能力以及科研道德文化素养四个方面对A县初中教师科研素养的现状进行了实地调查,发现A县初中教师科研素养普遍存在科研意识薄弱、科研知识缺乏、科研能力较弱、科研数据失真,合作意识较弱等问题。这种现状,既与学校科研管理制度不合理、学校科研激励机制欠缺、学校科研经费投入不足、学校缺乏良好的科研氛围学校因素有关,也与农村初中教师个人知识结构的不合理、科研目的的功利化以及科研自主性不强个人内部因素有关,以及社会因素中的城乡教育投入失衡和落后的思想文化影响。
因此,要提高A县初中教师的科研素养,学校必须创设一个良好的科研素养培养环境,教师自身则要整合科研素养各要素,社会能够提供经济和文化支撑,通过学校、教师和社会的共同努力来提升农村教师科研素养。
 
关键词:农村初中教师;教育科研;科研素养;缺失
 
 

Abstract

With the implementation of the new curriculum reform in elementary education, our teachers’ traditonal model of teaching has been thoroughly changed that our teachers are not only a teacher, but also are a student and researcher. Numerous teachers will effectively integrate teach and research activity, which a symbolization of our modern teachers. The weak link of primary and secondary education is in rural areas. The development of the rural eudcation quality depends on rural teachers’ teaching level. During the practice of scientific research, the most important task is enhancing professional level and teaching ability of teachers. It requires that the rural teacher should act as a researcher engaging in the education of scientific research who bings their potential into full play, enhances the research consciousness and according to the school situation. It is a major trend to focusing on teachers’ educational researching quality for the development of the universal teachers’ education. Then, the improvement of the rural junior high school teachers’ educational scientific research accomplishments is the problem that needs to be resolved urgently.
 The thesis adopts the methodology of literature reviewing, empirical interviews, self-designed questionnaires. From the investigation, we have analysed and explored junior high school teacher in A county to obtain an objective understanding of the status of their educational scientific research accomplishments, which can be a recommendation to improve the accoplishments there. This paper firstly defines conceptions of teacher education scientific research, constitutions of teacher educational scientific research accomplishments and basic requirement of rural junior high school teachers’ accomplishments. This research has analyzed the deficiency mainly from teacher’s scientific research awareness, scientific research theory, scientific research ability and scientific research ethics.The results of four deficency aspects comes from the empirical investigation. Firstly, teacher’s educational research awareness is relatively weak and action lags far behind. Secondly, teacher’s educational researching theory knowledge is inadequate and efficiency couldn’t realize. Thirdly, they lack of a comprehensive research ability and techniques of research. Finally, they have a weak consciousness of cooperation.
Therefore to improve A county junior high school teachers’ scientific research quality, schools must create a good environment of cultivating scientific literacy, and teachers themselves should integrate the elements of scientific literacy, through the joint efforts of schools and teachers to improve teachers’ scientific literacy.
Key words: rural junior high school teacher; educational and scientific research; scientific research accomplishments; deficiency

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