研究性学习中教师角色认识与转变的调查分析

The investigation and analysis of the cognition and transformation of roles of teachers in project learning

研究性学习的实施关键在于教师。本文通过对中学研究性学习任课教师的调查 ,分析了研究性学习中教师角色认识和转变的基本情况。其结论 :把研究性学习设置为独立课程需要进一步实验研究 ;研究性学习中教师的理想角色和实践角色存在差距 ;升学考试是教师角色转变不明显的主要原因 ;教师自身是教师角色转变明显的主要原因 ;不同教龄、不同性别、不同任教科目的教师在角色认识和角色转变方面均无显著差异。

The key to the implementation of Project-based learning is the teachers. In this thesis, the present author makes a case study of the teachers involved in the instruction of project-based learning, and gets the conclusions as following: It still needs more profound experiments and research to put Project-based learning as an individual subject; There exists certain disparities between the ideal and practical roles of teachers; The pressure of entrance examination to high school is the main factor that cause the unapparent transformation of the roles; The teachers' personal factors are the key to the transformation of the roles; There exists no significant differences among the teachers of different age, gender, and teaching subjects in terms of their cognition and transformation of the roles.