中小学教师学习自主性的调查研究——以山西省某市为例  

An Investigation into the Primary and Middle School Teachers' Learning Indenpendence——Taking a Certain City in Shanxi for Example

作　　者：朱晓民[1] 

机构地区：[1]山西师范大学教育科学研究院,山西临汾041004

出　　处：《教育理论与实践》2011年第4期33-37,共5页Theory and Practice of Education

基　　金：2010年度教育部人文社科研究项目<素质教育推进中农村骨干教师专业成长的行动研究>(项目批准号:10YJC880175);2010年度山西省软科学研究项目<山西省中小学教师学习方式调查及转变研究>(项目批准号:2010041067-01);2010年度山西省高等学校哲学社会科学研究基地项目<教师专业发展的理论与实践研究--以专业知识发展为向度>(项目批准号:2010316)的研究成果之一

摘　　要：通过自行设计的调查问卷,对中小学教师的学习自主性进行调查,并运用访谈法与部分教师进行了访谈。研究发现:教师学习自主性总体情况一般。相比较而言,中小学教师在学习动机、学习方法、学习环境方面的自主性相对较强;中小学教师对学习过程、学习时间的自我监控和计划管理不够;中小学教师在学习内容和学习结果方面的自主性较为缺乏。为提高中小学教师学习的自主性,有效促进其可持续发展,中小学教师要做到知行合一,关注自身实际学习行为;以目标为导引,确立自我发展学习目标;统筹兼顾,有效计划管理学习时间。另外,中小学校还要改变教师评价机制,为教师提供支持性学习环境。By using a self-designed questionnaire, a survey of the primary and middle school teachers＇ learning autonomous indenpendence was conducted, and part of the teachers were also interviewed by means of interviewing. The results show that teachers＇ learning independence is overall general. They [lave stronger independence in learning motivation, method and circumstance, while they don＇t pay enough attention to the self-monitoring and planning management in terms of learning process and time and are short of independence in the learning content and result. In order to improve teachers＇ learning independence and effectively promote their sustainable development, teachers should combine their theory and practice, focus on their own actual learning behaviors; establish the learning objectives of self-development guided by goals; and systematically manage their learning time. At the meantime, schools should also change the evaluation mechanisms and provide teachers with a supportive learning environment.

关 键 词：教师学习 自主性 专业发展 

分 类 号：G451.2[文化科学—教育学]