Bottleneck constraints of primary and secondary middleaged teachers professional development and t.docx
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Bottleneck constraints of primary and secondary middleaged teachers professional development and t.docx
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Bottleneckconstraintsofprimaryandsecondarymiddleagedteachersprofessionaldevelopmentandt
Bottleneckconstraintsofprimaryandsecondarymiddle-agedteachers’professionaldevelopmentandtosolvethem
Abstract:
Withtheadventofthecountry’spopulationaging,increasetheproportionofmiddle-agedteachershasbecomeanimportantissueforschoolteachersinthemanagementofmiddle-agedteacherhasawealthofteachingexperience,asolidprofessionalknowledge,goodqualityofteaching,theteachingauthorityoftheschoolsubjects,whiletheyfacedwithdifficultiesintheroleofconversion,astrongsenseofjobburnout,andknowledgeofaging,itisdifficulttoadapttothenewcurriculumandotherissues.ownreasonsofbothmiddle-agedteachers,educationdepartmentsandschoolmanagementsystemTomiddle-agedteacherstoadapttothenewcurriculum,standfirmplatform,twoaspectshavetomakecorrespondingefforts.
Keywords:
middle-agedteacher,rolereversal,theartofteaching,managementsystemAlongwiththeadventoftheagingofthepopulationandeducationonthecollegeentranceexaminationsystemtorestorethe33anniversaryapproaches,China’sprimaryandsecondaryschoolteachers,especiallyinruralprimaryandsecondaryteachersalsoappearedwiththeChinesepopulationvariationofthesameproblem,namelytheproblemofaging(saidinviewoftheinternationalhumanmiddle-aged45-60year-oldChinesetraditioninthisagegroupfortheelderlysegment,thispaperadoptstheinternationalstandard,middle-agedteacher,agrowingproportionofmiddle-agedteacherswhohaveaveritableschoolteachingbackboneandpillar,withsolidprofessionalknowledge,themoststablestateofmind,andaconsiderablewealthofteachingexperienceadvantage,buttoenterthemiddle-agedteacherafter45yearsofagetherewerealotoffactorsthatimpedeprofessionaldevelopment,especiallyinthecontextofthenewcurriculumfacedwithhowtochangethemselvestoadapttothejob.Thisrequiresboththeeffortsoftheteachersthemselves,butalsoneedtheeducationsectortoestablishaneffectivemechanismtopromotetheprofessionaldevelopmentofmiddle-agedteachers.Therefore,westrivetocombinepracticaltoexplorethereasonsthathindermiddle-agedteacherprofessionaldevelopment,theestablishmentofalong-termeffectiveincentivemechanism.
Theproblemsofamiddle-agedteachers’professionaldevelopmentMiddle-agedteacherstoparticipateinworklonghours,mostlyeducatedingeneral,andenergyarelimited,agilethinkingisnotenough,theknowledgestructureisirrationaltoacceptthedifficultyofnewknowledgeandotherfactors,inadditiontotheschoolenvironmentandevaluationmechanismsdictatesalotofmiddle-agedteachers’professionalgrowthandThedevelopmentisalmoststalled.Specifically,mainlyinthefollowingaspects:
First,theroleofteachersintodifficulties.Middle-agedteachersinthreefeetofthepodium“battle”formorethan20years,andthestudentsclearlyexistsagenerationgap,lackofawarenessandunderstandingofthetimesthestudentsstillusedtheAfewyearsago,adozenyearsagoorevenjustgraduatedstudentsstandardmeasureofcurrentstudents.treatedwithpreviousteachingmethodsandwaysofdoingthingsinfrontofstudents,lackofroleconversion.
Second,teachingawards,theevaluationsystemisnotfair,causeitarenotenthusiasticabouttheevaluationsystemofprimaryandsecondaryschools,teachingawardsmostlystudenttestscoresasthemaincriteria,butnottotheacademicandjobelapsedtimecombinedstudynotestablishedtoexaminethemechanismofastudentimmediateresultsandlong-termdevelopmentpotentialofcombiningtheexistingmechanism,themiddle-agedteachersareoftenatadisadvantageincompetitionwiththeyoungteachers,andleadtomiddle-agedteachers’enthusiasmforworktobehit.
Third,thelackoftheoreticalsupport,difficulttoachieveaqualitativeleapintheprofessionalacademicandprofessorattheUniversityexperiencedastrongnetworkofresources,thefameoftheoppositesituation,theprimaryandsecondaryschoolteachersinmiddleage,althoughaccumulatedsomeexperienceinteaching,butmostlackthestudyhabitsandthesupportofeducationaltheory,thecombinationofexperienceandreflection,emotionalexperiencetorisetorationalknowledge,isfacinggreatdifficulties,itisdifficulttoachieveabreakthroughinprofessionaldevelopment.
Fourth,knowledgeofaging,itisdifficulttoadapttothenewcurriculumrequirementsofthesituation,theriseoftheeighthnewcurriculumagreatimpactontheformationofthetraditionalteachingphilosophyalotofmiddle-agedteacherslittleknowledgeofthenewcurriculumchanges,itisdifficulttogetoutoftraditionaleducationthemodeofteaching:
tocontinuethetextbookregardedastheBible,thebook,continuetheimplementationofteachertalktostudentslistentoteacherreadthestudentsinmind,theoldteachingstudentshowtomemorizedivisioninvestigation,suchteachingmethodsisdifficulttoqualityeducation,characterizedbynewcontinuetobebasedinthecurriculum.
Fifth,theworkdiminishedaggressiveandjustmiddle-agedteachershavepassedthefourthdecade,closetoknowthefateoftheyear.Mentiondryhopelessthetitleofseniorratings,aresult,manymiddle-agedteachersarekindofboattothepiercartostationmentality,Ifeeltheworkisnolongersomethingtolookforward,sotheattitudetowardsworkso-so,andjustoftenwritenomoreteachingindetailthecase,eventargetsalarythickinthebackofficeorpostfreejob,nolongerintheteachingprofessionastheirsittingatthestandthisintheworld.
Second,theblockmiddle-agedteachers’professionaldevelopmentreasonsThereasonfortheabove-mentionedstatusquo,accordingtoasurveyoftheauthorofseveralcitiesandcountiesinthevicinityofprimaryandsecondaryteachers,thefollowingmainpoints:
First,middle-agedteacher’sownover-confidence,lackofadequateunderstandingofthenewcurriculumtheoryandpractice,andburnoutistohinderthemainreasonsoftheirownprofessionaldevelopment.Manymiddle-agedteachersalongwiththelengthofserviceaccumulated,theprofessionalauthoritytoestablishteachingverymuchathome,therefore,nolongerdown-to-earthmaterials,towritenomoreteachingdetailsofthecase,nolongertocarefullystudythephysicalandmentalcharacteristicsofthedifferentstudents,nottoexplorehowtoimprovestudents’culturalliteracyandscientificliteracyforthenewcurriculumreformMisunderstandingexiststhattheRevisionofchange,separatedfromtextbooks-changingthestatusquocannotbeseparatedfromtheteachersintheteaching,turnadeafeartotheemergingeducationaltheoryofconstructivism,multipleintelligencestheory,theoryofknowledgeclassification,curriculumstandardsconcept,thisattitudehindertheprofessionaldevelopmentofmiddle-agedteachersfundamentalreason.
Second,thenationalteachereducationsystemtherearethedrawbacksoftheunscientificandunreasonable,leadingtoamiddle-agedteachers’professionaltheorydifficulttoimprovetheupdate.Intheeraofknowledgeexplosion,middle-agedteachersmostofloweracademicqualifications,manyPrivatetransferpublictobecomeanofficialteacher,whichmakesthemfacinganurgentneedforcontinuingeducation,theneedtostatetheirregulartraining,butoverthepastmanyyearsthelackofanormalprofessionallearningandtrainingsysteminrecentyearsappearedlarge-scaletraining,buttraining,traininglagsbehindtheteachingpractice,goingthroughthemotionsandnotpayenoughattentiontoteachertraining,lackofformalexaminedefectssuchasunitsonthetrainingresultsofthissituation,andhinderthemiddle-agedteacherprofessionaldevelopmentforbusinessreasons.
Third,theguidancedepartmentsofteachingandresearchcannotprovideastrongtheoreticalguidance,sothatthemiddle-agedteacherswereunabletoachievetheprofessionaldevelopmentpartofthemiddle-agedteachersfacedwiththeproblemofeducationandteachingexperienceintotheoryorreformresearch,orfacingchangethetraditionalcurriculumandtheconceptofeducationtoadapttothenewcurriculum,whichrequireateachingandresearchstaffofreallyhelpingthesametime,teachingandresearchstafftoshouldertohelpteacherstoimproveteachingstandardstohelpteacherstorevisetheirpaperstohelpteacherstoimprovetheprofessionalqualityofthetask.Infactinmanyareasofteachingandresearchstaffformanyyearsoutofteachingthefirstline,youcannotsinkthehearttostudybusiness,causeitisnotabletoprovideteacherswithastrongguidanceandassistanceineducationandteaching.PoorteachingandresearchstaffprofessionalismandtheoreticalplotYunistheleadershipofthereasonsthataffectmiddle-agedprofessionalgrowthofteachers.
Fourth,schoolsandeducationauthoritiesonthemiddle-agedteachermanagementsystemisnotperfectrestrictingthecontinueddevelopmentofthemiddle-agedteachersandyoungteachers,middle-agedteachersarealsoteachersinvulnerablegroupsthemajorityofschoolsformiddle-agedteacherenoughattention,nodedicatedspecificpolicyincentivesformiddle-agedteachers,notformiddle-agedteacherseminars,workshops,etc.,onthecontrary,ormiddle-agedteachersontheassessmentwiththeyoungteachersunderthesameconditions,andjobplacementmiddle-agedteacher“reuse”isnotsymmetrical,ormiddle-agedteacherstotakecareoflogisticspositionsinallkindsofadvancedassessmentatalllevels,oftencoupledwithafterthe
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