对于各学科教师的教育观念、教育方式及其.doc

不同学科教师的教育观念、教育方式及其关系的研究
摘　要:本文以普通中学和职业学校的文、理及其它学科教师为被试,探讨了不同学科教师的教育观念、教育方式及其关系。结果表明:文理科教师与其它学科教师在学代写教育教学硕士论文生观上存在显著差异;普通中学其它学科教师比职业学校其它学科教师更倾向于采用专制、放任等消极的教育方式;教师的教育观念与其教育方式之间的相关显著;教育观念对教育方式有显著的影响作用,且不同学科教师的教育观念与教育方式的关系存在一定差异,文理科教师的遗传观和对学生的知能发展期望对其教育方式有重要的影响作用,其它学科教师对学生的知能发展期望和个人效能感对其教育方式有重要的影响作用。

关键词:学科;教育观念;教育方式

Educational Perspectives, Teaching Style and Their Relationof the Teacher in Different Subjects
Abstract:In this study, questionnaires were group administered to the teacher of different kinds ofubjects in vocational school and high school to see if there were any differences in their educational perspec- teaching style and their relation. Results indicated that the teacher in different kinds of subjects dif-fered greatly in their perspectives of students. The teacher in arts and science displayed more positive per-spectives than did the teacher in other subjects; Compared with the teacher in high school, the teacher ofother subjects in vocational school were more likely to educate their students in a negative way; Theteacher s educational perspectives were strongly related to their teaching styles; To the teacher in arts andscience, their perspectives of heredity and the students cognitive development had better predictive functionfor teaching style. To the teacher in other subjects, their perspectives of the students cognitive develop-ment and sense of teaching efficacy had better predictive function for teaching style.
Key words:subject; educational perspectives; teaching style
The Orientation of Teacher s role in the Society of Lifelong Learning
Abstract:The society featured by lifelong learhing has a severe challenge on school instruction, espe-cially the teacher s role. The role of teachers should be re-oriented. Teachers should be the consultants andadvisors for the future development of students, the director and promoter of students study, and theresearchers and new-style socialists. In order to fulfill the role transition above, teachers should share thevalue orientation based on their disciplines and the proliferation of their role should seek the expansion oftheir own function and efficiency.
Key words:lifelong learning; the role of teachers; expansion based on their disciplines
　①②问题提出教师的教育观念是教师在教育教学活动中形成的对有关教育现象的认识,作为教师从事教育工作的心理背景,其与教师的教育行为、教育效果之间存在着密切的关系[1-2]。在各种教育观念中,有两类观念对教师实践来说是特别重要的。一类是教师关于自己教学能力的观念即教学效能感。迄今为止,对教师观念的探讨大多集中在这方面,如已有的研究表明:高教学效能感的教师对教学活动更投入,也更易采取民主的方式[3];教师的个人效能感有随教龄的增加而上升的趋势[4-5];性别和学历因素对教师的教学效能感不存在显著的影响[5]等等。另一类是教师关于所教学生的观念,它包括学生发展观和学生观,前者表现为教师对遗传、环境、教育及自然成熟等影响学生心理发展的因素的认识,后者表现为教师对学生在品德、知能(知识与能力)、个性及特长等方面的发展的看法。关于这一类观念,只有少数研究者从理论方面作了一些探索[6]。就两类观念目前的研究成果看,尚未见到有关不同学科教师教育观念差异的探讨。众所周知,不同类型学科的教师,由于其所教学科在性质、内容和难度等方面都存在很大的差异,其教育教学活动也是有所差别的,而教师的教育观念正是在其特定的教育教学活动中形成的,因此,本研究试图探讨的一个问题是不同学科教师的教育观念是否存在差异。教师的教育方式是教师在教育教学过程中表现出来的特定行为模式,它贯穿于师生交往的互动过程,对学生多方面的发展具有重要影响。研究表明,在 本论文由无忧论文网整理提供
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