教师专业成长水平:现状、影响因素与提升策略——以中学物理教师为例  

Research on Teachers’Professional Development:Status Quo,Influencing Factors and Improvement Strategies—Taking Middle School Physics Teachers for Example

作　　者：刘健智 李丽萍 贾丽芳 曾红凤 Liu Jianzhi;Li Liping;Jia Lifang;Zeng Hongfeng

机构地区：[1]湖南师范大学物理与电子科学学院,长沙410081 [2]湖南省长沙市一中岳麓中学 [3]湖南师范大学档案馆

出　　处：《教育测量与评价》2021年第4期21-27,64,共8页Educational Measurement and Evaluation

摘　　要：了解教师专业成长水平的现状及其影响因素,明确教师教育科研素质和专业素质的定量关系,可以为教师专业成长提供理论依据和实践指导。对全国1550名中学物理教师进行问卷调查后发现:中学物理教师教育科研素质整体欠佳,部分教师教育科研意识较弱;学校类别、学历或学位、教龄、职称、性别对教师专业成长水平有不同程度的影响;教师的教研素质显著地影响教师的专业成长。为此,应该进一步落实新课程理念,强化教师研究意识;组织理论学习,助力教师教育科研;解放思想,帮助女教师追求自我专业理想;完善教研制度,落实教研保障机制。Through empirical research,we can understand the status quo of teachers’professional development,its influencing factors,and the quantitative relationship between teachers’educational scientific research quality and professional quality,which can provide theoretical basis and practical guidance for teachers’professional development.Through a questionnaire survey of 1550 middle school physics teachers in China,we found that:the overall quality of educational scientific research is not good,and some teachers’research consciousness is weak;the school type,educational background,teaching experience,professional title and gender have different degrees of influence on the teachers’professional development;teachers’educational scientific research quality has a significant impact on teachers’professional development.In order to promote teachers’professional development,we should implement curriculum concept and strengthen teachers’research consciousness,organize theoretical learning to help teachers’educational research,strive to emancipate the mind and pursue self-professional ideal and improve the system of teaching research and implementing its guarantee mechanism.

关 键 词：教师专业素质 教师教研素质 教师专业成长 

分 类 号：G45[文化科学—教育学]