基于关注阶段理论的小学新任教师发展特征研究——以广州市白云区小学数学教师为例

Research on the Development Characteristics of New Primary School Teachers Based on the Theory of Attention Stages——A Case Study of Primary School Mathematics Teachers in Baiyun Diissttrriicctt,,Guangzhou

基于富勒的教师关注阶段模型,通过问卷调查对小学新任教师发展特征进行研究.结果表明:入职第一年的教师所关注的教学问题与其他教师大相径庭,学生差异和学习效果两个指标提前获得新任教师关注;入职1~5年教师关注的内容完整地包含了富勒模型的3个阶段,体现了比较完整的阶段性;根据12个指标间的系数概括提炼出不同的学习模块;现实冲击和文化差异都会对教师关注带来影响.建议:新任教师的培训课程需按其发展特征分段推进;重视新任教师各个阶段所关注的内容,培训内容以模块式开展;青年教师培养需结合时代特征.

Based on Fuller’s model of teacher attention stage,this paper studies the development characteristics of new teachers in primary schools through a questionnaire survey.The results show that the teaching problems that first-year teachers pay attention to are quite different from those of other teachers,and the two indicators of students’differences and learning effect have attracted the attention of new teachers in advance.The contents that teachers focus on during the first to fifth years of employment completely include the three stages of Fuller model,reflecting a relatively complete stage.According to the correlation coefficient of 12 indicators,different learning modules can be summarized.Both reality shock and cultural differences will affect teachers’attention.It is suggested that the training courses for new teachers should be advanced in stages according to their development characteristics.Besides,the content that new teachers pay attention to at each stage should be emphasized,and the training content should be carried out in modules.The training of young teachers should be combined with the characteristics of the times.