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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。
Through self-designed questionnaire, primary and secondary school teachers to study the autonomy of the investigation, and the use of interview with some teachers were interviewed. The findings show that the overall autonomy of teachers is general. In comparison, primary and secondary school teachers are relatively independent in learning motivation, learning methods and learning environment; primary and secondary school teachers’ self-monitoring and planning management of learning process and learning time are not enough; primary and secondary school teachers are learning content and learning There is a lack of autonomy in outcomes. In order to improve the autonomy of primary and secondary school teachers in learning and effectively promote their sustainable development, primary and secondary school teachers need to be knowledgeable and practicing, and pay attention to their own actual learning behaviors. With the goal as the guideline, self-development learning objectives should be established. All-round consideration and effective planning Manage learning time. In addition, primary and secondary schools should also change the teacher evaluation mechanism to provide teachers with a supportive learning environment.