中小学新教师自主发展的策略  

Strategies for New Teachers' Self-Development in Primary and Secondary Schools

作　　者：严金波 YAN Jinbo(School of Foreign Languages,Changshu Institute of Technology,Changshu,Jiangsu,China,215500)

机构地区：[1]常熟理工学院外国语学院,江苏常熟215500

出　　处：《教育文化论坛》2023年第6期90-99,共10页Tribune of Education Culture

基　　金：2021年度江苏省社会科学基金项目“江苏加快建设现代化教育强省背景下教师入职教育改革研究”(21JYB001)。

摘　　要：中小学教师的专业发展,就是一个学会教学、终身学习的过程。他们接受的入职教育可以被看作是连通职前学习和在职成长这两个环节之间的“桥梁”,旨在促进新任教师适应岗位挑战、胜任专业要求,引导他们快速走上自主发展之路。在我国全面深化新时代教师队伍建设改革的背景下,文章基于教师自主发展理论和新教师入职成长期的需求,提出了新教师自主发展策略:一是构建融洽的人际关系,以便新教师获得校长、师傅教师、同事、学生、家长等利益相关者的支持;二是培养自己的研究能力,注重学习研究方法,主动投身于教育教学研究;三是培养个人的反思能力,以反思型实践者作为成长目标。为此,校长、师傅教师、教育管理部门、教师培训机构、师范院校等多方力量应给予相应支持,尽到相应责任,不断提升新教师入职教育质量。For new teachers in primary and secondary schools,professional development means a life-long process of learning to teach.Inductive education for new teachers should serve as a bridge linking pre-service preparation and in-service growth,aiming to help new teachers to adapt to professional challenges and requirements,leading them to selfdevelopment quickly.In the new era of deepening the reform of forging a well-educated teaching force in an allround way,this paper advocates three new strategies for new school teachers'self-development,based on selfdevelopment theories and teachers'development needs in the inductive period:new school teachers should learn to improve the relations with stakeholders including their headmasters,mentors,colleagues,students and parents for their supports;learn to do educational research with some research methods,so as to engage in teaching and educational research;develop self-reflection ability with the aim of becoming a reflective practice.Accordingly,the headmasters and mentors at schools,departments of education,teachers'training sectors,and normal universities should be responsible for new teachers'self-development with their supports,so as to improve the inductive education work for new teachers.

关 键 词：中小学新教师 入职教育 自主发展 人际关系 反思研究 

分 类 号：G715[文化科学—职业技术教育学]