Analysis of the context of the new curriculum the school system and teacher professional developmentWord文档格式.docx
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PaperKeywords:
newcurriculumtheschoolcultureandschoolsystemandculturalcasestudyteachers’professionaldevelopmentAbstract:
Atpresent,Chinahasenteredadepthphaseofthenewcurriculum,improvethequalityofteachersisthekeytothesuccessofthenewcurriculumreform,teacherprofessionaldevelopmentinrecentyearshasbecomeanimportanttopicineducationalresearch.Theschoolisanimportantplaceforprofessionaldevelopmentofteachers,teacherProfessionaldevelopmentisinseparablefromthetrueteachingofteachersintheschoolsceneineducationalpractice,inseparablefromtheschoolculture.schoolsystemcultureisanimportantpartofschoolculture,itisnotonlyindispensabletomaintainthenormalorderoftheschool’ssecuritymechanism,butalsotheschoolcultureconstructionanddevelopmentoftheschoolssecuritysysteminordertostudytheschoolsystem,cultureandtherelationshipbetweenteachers’professionaldevelopment,selectedacityprimaryschoolasacase,usingobservation,interviews,productanalysisandotherspecificresearchmethods,in-depthanalysisofsixcasesofprimaryyearsofinstitutionalcultureontheconstructionofandprofessionaldevelopmentofteachersstatethataviableschoolsystemculturecaneffectivelypromotetheprofessionaldevelopmentofteachers,butwell-developedsystemisnotteachers’professionaldevelopmentthekey,thekeyliesinthesystemofthehuman,emotionalimplemented,theprincipalinpromotinginstitutionalcultureandprofessionaldevelopmentofteachersplayacriticalrole.
First,oftheproblemAtpresent,China’snewroundofcurriculumreformofbasiceducation(referredtoasthedepthofthenewcurriculumhasenteredthestageofeducationreform,teachersaretheperpetrators,thesuccessofeducationreformmustrelyonteachers,strengthentheranksofteachers,improveteacherqualityisthekeytothesuccessofcurriculumreformInordertocopewiththechallengesofthenewcurriculum,teachersmustachievecontinuousprofessionaldevelopmenttheteacherisateacherprofessionaldevelopmentofindividualexpertise,professionalskills,affective,professionalautonomy,professionalvalues,professionaldevelopmentandotheraspectsofconsciousnessfromlowtohigh,graduallyinlinewithprofessionalstandardsforteachersintheprocess.[1]teacherprofessionaldevelopmentarethemainstreamdiscourseofteachereducationreform.thecontentofteacherprofessionaldevelopment,stages,modes,andwaystoexplorethetheoryofbroadconsensushasformed,however,althoughthetheoryofmore,thereisstillstandingonthesidelinesofpracticetoguidethetaste,thelackofexistingresearchsupportedbyempiricalresearch[2],veryfewoftheordinaryschoolteacherprofessionaldevelopmentingeneralandthespecificcircumstancesoftheprocess.
Professionaldevelopmentofteacherswithoutteachereducationandteachingintheschoolsceneintherealeducationalpractice,inseparablefromtheculturalenvironmentinwhichtheschoolTheschoolisteacherdevelopment,schoolteachersshouldhaveaccesstosustainedandeffectiveprofessionaldevelopmentfunction,andprofessionaldevelopmentofteachers,butalsotocombinewiththedevelopmentofschools,teacherdevelopment,theendresultwillinevitablyleadtothedevelopmentofschools.[3]Therefore,thestudyofteacherprofessionaldevelopmentisinseparablefromtheschool,especiallyforschoolcultureresearch.generalthatthegeneralschoolculture,includingschools,materialculture,theconceptofschoolcultureandschoolinstitutionalcultureinwhichtheschoolsystemcultureisanimportantpartofschoolculture,isinmaterialcultureandspiritualcultureofthemiddlelayerbetweencultures.Itisnotonlyindispensabletomaintainthenormalorderoftheschool’ssecuritymechanism,butalsotheschoolcultureandschooldevelopmentsupportsystem.Currently,theresearchcultureoftheschoolsystemisnotmuchoninstitutionalcultureandstudytherelationshipbetweenteachers’professionaldevelopment,almostnoTherefore,fromtheresearchcultureoftheschoolsystemtostarttostudytheconstructionoftheschoolsystemandculturalrelationswiththeprofessionaldevelopmentofteachersisessential.
Second,theresearchmethodsInthisstudy,casestudyapproach.Firstestablishthecase,andincasesofendofAugust2009toentertheschoolsite,gatherinformation,organizethefinalanalysisofdata,writtenCollectdatausingobservation,conversationmethod,productanalysisandothermethods.
Third,theresults1cases,thebasicsituationofprimaryschool.CaseSchoolislocatedinChangsha,HunanTianxin,theschoolhasalonghistory,haslongenjoyedthe‘eliteteachereducationcelebrity’reputation.Itwasfoundedin1903,hastaughtmanycelebritiesfromtheplace,butalsothealmamaterofmanyfamousstudywas.1978directlyundertheMinistryofEducationasanationaloneof20keyprimaryandsecondaryschoolsin1980tobecometheoveralleducationreforminHunanProvincetocarryoutexperimentsoneoftheeightprimaryandsecondaryschools;
1991,1993,2000,2003,wereawardedanationalprimarylanguagereformexperimentsofadvancedunitsandadvancedunitinelementarymathematicseducationreformexperimentsin2000,theschoolwasnamedtheYoungPioneers.2003NationalRedBrigadesincetherapiddevelopmentoftheschool,severalteachersandstudentsarealmostdoubled.19existingschoolclasses,students1,100.in-serviceteachers,55,35yearsofage(35yearsyoungwith38teachers,schoolteachers,accountingfor69.1%ofthetotalnumberofmiddle-agedteachers(morethan35yearsofageundertheageof50years,14peoplewith50yearsofage,accountingforthetotalnumberofschoolteachers,25.5%,olderteachers(over50yearsofage3,accountingfor5.4%ofthetotalnumberofteachers,obviously,schoolteachers,nearly95%isayoungteacher,withanaverageageoflessthan31yearsold,youngprofessionaldevelopmentofteachersisthemostimportantissuefacingtheschool.
2casesofprimaryculturesystemforanalysis.
(1)schoolsystemandculture.Schoolcultureandschoolsystemisinthetraditions,rituals,rules,regulations,andthevalues?
?
theyembody,psychologicalstate,andotherculturalfactors.Theformeristheobviouspartofthesurface,whichisitsdeephiddenpartofthegeneral,theobviouspartofthecultureoftheschoolsystemandcanbedividedintotwocategories:
oneistheschooltradition,mainlyreferstointentionallyinitiatedwithamandatoryorschooltradition,suchastheschoolmotto,schoolsong,schoolbadge,someofthefinestyleofwork,someteachingorsportsactivities,projectexpertise,etc.;
theotheristheschool’srulesandregulations,includingschoolmanagementsystem,ethicsrequirements,codesofpracticeandstudentscodesofconduct,avarietyofrewardsandpenalties,schoolsandvariouslevelsofdevelopmentwithmandatorymeasures,etc.Theimplicitpartofthecultureoftheschoolsystemistheobviouspartofthemainvalues?
embodiedinit,includingthevalueofmakersandadvocatesconcepts,includingthosewhoagreewiththeimplementationofthevalues?
reflectedthedegreefromanotherperspective,itismainlytoschools,communityculture,thatschooladministrators(includingtheleaderofculture,teacherculture,studentculture,traditionsandregulationsintheschoolembodimentofthesystem.[4]intheschoolculture,theabilitytotransformthecultureofthesystemaswellasreconstruction,makingitagenuinevaluetoachievetheschoolgoalofinternalsecuritymechanism,determinetheschool’seducationalreformanddevelopmentdimensionsandvalidity[5]
(2casesintheschoolsystemofobviousculturalanalysisofcasestheschoolhasafinetraditionandstyle,withcompleterulesandregulations,schoolmanagementinorder.To.2003teachertrainingsystem,forexample,thecaseforyoungschoolteachersincreased,whilethebackboneteachers,subjectleadersproportionoflowstatus,todevelopalong-termteachertrainingsystemhierarchical:
‘blueproject’and‘teacherworks.’
‘Blueproject’isforyoungteacherstodevelopasystemofdivisionwithbelievers,mentoringpairswithaperiodoffiveyears,whichperiod,theapprenticemastereachsemestertolistento10lessons,masterlectureseachsemestertotrackthe20lessonsandprovideguidanceonworkinghoursforlessthanthreeyears(includingthreeoftheyoungteachersinthegroundtwotimeseachsemesterclassactivities,andhands-onguidance,youngteacherstoreporteverymonthoncourses,teachingeachsemestertoconductacontestmonthlyspotchecksfromtimetotimeFenBizi,FenBiziregularinspections,regularbasicgame(Mandarin,penwriting,FenBizi,courseware,impromptuspeech,readingsalontwiceamonth,eachnotlessthanonesemesterofstudynotesmillionwords,reflectonteachingdiaryofnotlessthanthree.youngteachersareequippedwithpersonalgrowthmanualtoeverystepoftheirgrowthrecordedinthebook.expirationoffiveyears,throughrigorousevaluation,tomeettherequirementscanbemastered,fulllineofdivisionceremonyandifdoesnotmeettherequirements,butalsotocontinuetolearn,untilitreachestherequireddate.
‘Teacherwork’isdevelopedformiddle-agedteacher,thepurposeistoenableteacherstofurthergrowthasthebackboneofteachersandacademicleadersat