民族地区高师学科教学论教师专业发展现状调查与分析——以贵州黔南民族师范学院为例
An Analysis of the Status Quo of the Instruction Theory Teachers in Normal Schools for Nationalities--- A Case Study on Qiannan Normal College for Nationalities
余彭娜 1李玉红1
作者信息
- 1. 黔南民族师范学院生命科学系,贵州都匀558000
- 折叠
摘要
以黔南民族师范学院为个案，对学科教学论教师的专业发展现状进行了调查与分析。结果表明，教育基础理论、实践理论、教育研究方法等是制约民族地区高师学科教学论教师专业发展的瓶颈。普遍偏低的本科学历、缺乏必要的针对性职后培训，是导致这一现象的主要原因；不被重视的学科地位、不够明晰的教师定位、地区经济发展滞后对教学、科研条件的限制等，是影响民族地区高师学科教学论教师专业发展的主要因素。根据调查与分析作者提出了四点建议。
Abstract
Taking Qiannan Normal College for Nationalities as a case, this paper makes an investigation into and analysis of the status quo of the instruction theory teachers. The results show as follows: the basic edcation theory, practice theory and edcation method are the bottle-neck for the instruction theory teachers in normal schools for nationalities. Most of the teachers just hold bachelor- certificates and deficient on-job education or training are the main reason for such a phenomenon: and other factors such as ignorant subject position, vague role of such teachers, economic restriction upon teaching and research conditions, etc are the main obstacles to enhancing these teachers. And according to these investigation and analysis, the author propounds four suggestions.
关键词
民族地区高师/学科教学论教师/专业发展/调查与分析Key words
normal schools for national region/instrution theory teachers/professional development/investigation and analysis引用本文复制引用
出版年
2012
NETL
NSTL
维普
万方数据