小学语文教师专业发展的问题与对策研究——以潍城区为例

分类号密级UDC 学号教育硕士专业学位论文论文题目：小学语文教师专业发展的问题与对策研究——以潍城区为例作者姓名：指导教师姓名、职称专业领域名称教育管理论文提交日期论文答辩日期答辩委员会主席鲁东大学教育硕士专业学位论文论文题目小学语文教师专业发展的问题与对策研究——以山东省潍坊市潍城区为例姓名：导师：专业方向：鲁东大学教育科学学院二○一一年六月A Dissertation Submitted to Ludong Universityfor the Degree of Educational MasterThe elementary school chinese language teacher professional development present situation investigation and countermeasures ---- In Wei fang city of wei cheng district as an exampleM．D．Candidate：Wang xue yingSupervisor：Yang zhan peng ProfessorMajor：Educational AdministrationLu dong university education scienceJune, 2011鲁东大学专业学位论文原创性声明和使用授权说明专业学位论文原创性声明本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。

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（请在以上相应方框内打“√”）作者签名：日期：2011 年月日导师签名：日期：2011 年月日中文摘要“振兴民族的希望在教育，振兴教育的希望在教师。

”教师是实施新课程改革的关键。

在学校教育中，教师是关键性资源，教师的素质，在相当程度上决定着教育的整体质量，教师专业发展的问题也就成为教育的热点和焦点。

新一轮基础教育改革给中小学语文教师提出了新的挑战，教师的课堂教学方式发生了根本性的改变，由原来主要是教师讲解改变为让学生主动学习。

教师也随着学生学习方式的转变而重新建立新的教学方式。

教师的角色也发生了重大的改变，教师由课堂教学的主导者，改变为课堂教学的引导者和组织者。

时代的发展，教育手段的现代化，学生信息获取渠道和能力的提高，对小学语文教师的文化素养和综合能力也提出了新的挑战。

潍坊市小学语文教学在2006年开始了大量阅读的实验，促进了小学语文教师对传统教学反思。

提高教师专业水平既是时代的要求，也是教育改革的需要，小学语文教师的专业发展问题迫在眉睫。

本人以此作为研究的切入点，编制了面向全区小学语文教师的调查问卷，进行了深入调查，辅之以访谈、观察等手段，对当前新课程背景下，小学语文教师专业发展的现状及其制约因素进行了调查分析。

结果发现，制约小学语文教师专业发展的原因不仅是教师自身的问题，还有职后教育培训的不适应，地域发展的不均衡，城乡的差异，学校对教师的评价机制不健全等多种因素。

结合具体的实践和理论的学习，试图从小学语文教师专业发展的角度，探讨促进小学语文教师专业发展的有效途径和方法。

从教师自身发展的方式；形成分层的教师管理体系；构建同伴互助的校本教研方式；完善专业培训制度；以及教师的多元化评价制度等方面结合实践进行论述，从而增强小学语文教师自身发展的内驱力，提高教师培训的有效性，降低教师发展的不均衡，促进潍城区小学语文教师的专业发展。

关键词小学语文教师；专业发展；自身发展；教师培训英文摘要“R evitalization of a nation is expected on education, and indeed the revitalization of education is expected on educators.” And educators, the teachers acturally, are the key to implementing the new curriculum reforms. In school education, teachers are the critical resources, quality of teachers, determines the overall quality of education. The development of the teachers’profession has become a focus and a hot issue of education.New challenges have been presented to the primary and secondary school chinese language teachers with a new round reformation of the basic education. The teaching method in class has undergone a foundamental change. It has exchanged from teachers’teaching to students’active learning. Teachers need to re-establish the way of teaching because of the exchange of the way of the students’ learning. The role of teacher have changed so much since. It has turned itself from the leader of the class to the guider and organisers. The chinese language teachers of primary school will face the new challenge to the need of cultural literacy comprehensive capacity, with the times on, and development of moden means of teaching, the students have got more way to gaining information. A large number of experimental reading on chinese language teaching of primary school in the year 2006. that’s really a stimulation for teachers’reflection to the elementary language teaching. It is not only the demands of the times, but also the demands of education reform to make progress on elementary language teaching at primary school. The development of elementary language school teachers’ profession has become an urgent.I take this as an entry point for research, making a survey on the elementary school language teachers of the whole district. Meanwhile I make an in-depth investigation, and with interview, observation. The result after my invesigation turns to be that the restrict to the elementary school language teachers profession development is not only because of teachers themselves, but also relied on adjusting to the vocational post education, unbalanced regional development, the differences between urban and suburban region, and thedifferent valuation systerm about teachers in different school etc.After specific practical and theoretical learning, I tried to find efficient ways and means to promote the elementary school language teacher’s professional development.From the ways of teachers’ own development, I make a research through practice in order to form the classified system of teacher managment, to build school-based teaching and researching methods, and Improve the professional training system and the multi dimensional valuation system etc. and so to enhence the inner motivation of elementary school language teachers. Improve the effectiveness of teacher training, and re-balanced the teacher professional development, and so to improve the development of Weicheng education.Key word关键词：Elementary school language teacher小学语文教师Professional development专业发展自身发展教师培训目录中文摘要关键词英文摘要关键词1 引言····································································1.1 小学语文教师专业发展研究的背景··································1.1.1教育变革与创新的要求···········································1.1.2学校发展的要求·················································1.1.3 教师自主成长的要求············································1.1.4 提高教育教学质量和效率的要求··································1.2 小学语文教师专业发展研究的意义··································1.2.1促进学生成长···················································1.2.2 创新教育教学···················································1.2.3 提升自身素质···················································1.3 小学语文教师专业发展的相关概念·····································1.3.1专业····························································1.3.2 教师专业发展·····················································1.3.3 小学语文教师专业发展·············································1.4 国内外有关教师专业发展研究的文献综述·····························1.4.1 国内外教师专业发展的概念·········································1.4.2国外同类研究的现状················································1.4.3国内同类研究的现状···············································1.5 研究方法···························································1.5.1 文献研究法·····················································1.5.2 问卷调查·························································1.5.3 行动研究法·····················································2 潍城区小学语文教师的基本情况·············································2.1潍坊市小学教师概况·················································2.1.1师生比例··························································2.1.2教师获得荣誉称号概况·············································2.1.3．教师年龄结构····················································2.2潍城区小学教师的基本结构·········································2.2.1潍城区实验小学的基本情况·········································2.2.2望留小学的基本情况················································2.3.潍城区教师基本情况分析·············································2.3.1.师资数量表象合理，隐性短缺现象严重································2.3.2.教师梯队连续性不强，年龄结构出现老龄化····························2.3.3.教师进修积极性存在明显的不均衡···································2.3.4.优质师资不均衡···················································3 小学语文教师专业发展的问题与分析·····································3.1潍城区小学语文教师专业发展现状调查································3.1.1.教师自主发展方面存在的问题·······································3.2.在职培训方面存在的问题·············································3.2.1.校本教研的局限性·················································3.2.2 专业培训的局限性·················································3.3小学语文教师专业发展问题的成因分析································3.3.1小学语文教师内驱力弱的形成原因································3.3.2制约小学语文教师专业发展的外部因素································4 小学语文教师专业发展的策略研究···········································4.1提高教师社会地位，提升教师的职业幸福感·······························4.1.1提高教师经济地位··················································4.1.2降低教师职业压力··················································4.1.3促进教师身心健康··················································4.1.4激发教师职业精神··················································4.1.5构建教师幸福生活··················································4.2整合学校教育课程，实现语文教师的轻负担·······························4.3 建立分层的管理机制，留足教师的发展空间······························4.3.1制定教师自主发展规划，引发教师内驱力·······························4.3.2落实教师读书制度，丰富教师文化底蕴································4.3.3夯实教师基本功，提高教师专业素质································4.3.4实施小课题研究策略，提升教师科研能力·······························4.4构建科学有效的校本教研机制，促进教师专业成长·························4.4.1同伴互助制度······················································4.4.2成果汇报制度······················································4.4.3多元反思制度······················································4.4.4.行动研究制度·····················································4.5建立新锐培训中心，开展多样化的教师培训·······························4.5.1加强培训的组织机构建设············································4.5.2创新培训内容和形式················································4.5.3开发教师培训资源··················································4.6 开展三个联盟活动，降低区域不均衡····································4.6.1建立城乡共同体课改联盟············································4.6.2建立初中与小学课改联盟············································4.6.3建立名校联盟······················································4.7完善多元的评价机制，实现价值提升·····································4.7.1.诊断性评价······················································4.7.2.过程性评价······················································4.7.3. 激励性评价······················································引言我国传统的教师角色定位强调教师职业的社会功能，从职责上一直沿袭着“传道”“授业”“解惑”的历史使命，教师背负沉重的社会使命艰难前行。