高中历史初任教师成的长研究与设计.docVIP

高中历史初任教师的成长研究与设计 ——以义乌中学为例 浙江师范大学人文学院 历史学专业 陈海峰 指导老师：郑流爱（副教授） 摘要：初任教师是指刚刚走上工作岗位在教学活动中处于适应阶段的新教师。做好高中历史初任教师的成长设计有助于缩短初任教师的适应时限，促进其向成熟教师过渡。本文以义乌中学为例，研究表明：高中历史初任教师的成长设计主要包括从转变角色到定位自我、从适应校园文化机制到建立适合的工作机制、从规范教学思路到促进教学生成和从深化理论学习到提升科研水平。并且，初任教师需要遵循理论研究与教学实践相结合、个人成长与学科建设相结合、借鉴经验与创新发展相结合、知识技能与人格修养相结合，注意个体差异性原则、团队合作性原则和一贯性原则。 关键词：历史；入职；初任教师；成长设计；义乌中学 The Development Research and Design of History Beginning Teachers in High School: Take Yi Wu High School for Example Humanities institute Major of history Chen Haifeng Director:Zheng Liuai（associate professor） Abstract: Beginning teachers means those new teachers who just take on their posts and are in adaptive stage. Making a good development design for history beginning teacher is helpful to reduce their adaptive period and advance them to be accomplished teachers. This paper takes Yi Wu High School for example. Its research indicates that the development design of Beginning history teachers in high school mainly consists of the stage from role-transformation to self-orientation, the stage from adapting school culture mechanism to establishing proper working mechanism, the stage from ordering teaching thought to advancing teaching creation, and the stage from deepening study of the theory to improving scientific research. Furthermore, beginning teachers should combine theory research to teaching practice, self development to subject construction, learning experience to innovation, knowledge and skill to moral education; follow the principle of individual difference, team cooperation and consistency. Key Words：history；initial training；beginning teachers；development design；Yi Wu High School 一、绪论 初任教师是指刚刚走上工作岗位的在教学活动中处于适应阶段的新教师[①]。初任教师处于“探索适应阶段”，面临着“教学”、“班级管理”、“融入校园文化”等挑战，承载着高校理论学习与中学教学实践之间的调适、转化、融合等困难，因此，初任教师阶段成为教师职业成长的关键时期。当然，“初任”时限是相对的，要视入职教师自身的素质能力、努力程度和成长环境等因素及其相互作用而定。一般而言，初任教师从高校毕业到适应环境，并在教学管理方面走向成熟，需要5年左右的时间。 初任教师身处“求生存”、“求发展”的关键阶段，其成长与培养问题引起了基础教育理论界与实践界的极大关注。毕竟，做好高中历史初任教师的成长设计有助于缩短初任教师的适应时限，促进初任教师向成熟教师顺利过渡，为初