呼和浩特市两所蒙古族幼儿园教师开展反思性实践的现状及策略研究

发布时间：2018-03-17 22:01

本文选题：蒙古族幼儿园　切入点：反思性实践　出处：《内蒙古师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 随着时代、社会的发展和我国教师专业化水平的不断提升以及幼教改革的深入进行,对幼儿教师的专业素质提出了越来越高的要求。近些年,通过开展反思性实践活动来培养反思型教师已被公认为是促进幼儿教师专业发展、提高幼儿教育质量的必不可少的途径,对于教育水平相对落后的民族地区幼儿教育事业来说,培养教师的反思能力就显得更为重要了。有鉴于此,本文以内蒙古自治区首府呼和浩特市现有的两所蒙古族幼儿园的教师为研究对象,对她们开展反思性实践的现状进行了调查,并对存在的问题提出了有针对性的建议,希望以此为发展我市民族幼儿教育事业做出有益的探索。本文主要由以下几部分内容组成: 第一部分在阐述了选题的缘起、选题的目的和意义的基础上,对国内外相关的研究成果进行了扼要说明,同时也指出其存在的不足并简要介绍了本文的主要研究方法。第二部分对反思性实践运动形成的理论基础择其要者做了一番梳理,主要包括哲学、认知心理学、杜威、舍恩和批判理论对其的研究及所作的贡献。第三部分主要从幼儿教师反思性实践的概念、特点、价值与途径等方面对本文中有关幼儿教师反思性实践的若干问题进行了说明。第四部分主要介绍了本市的两所蒙古族幼儿园教师开展反思性实践活动的具体情况,为提出有针对性的建议奠定了基础。第五部分则分别从幼儿教师的职前教育、职后教育、建立幼儿教师专业发展学校以使职前教育与职后教育相沟通、加强与家长及社区的合作等角度提出了相应的对策。
[Abstract]:With the development of society, the continuous improvement of teachers' professional level and the deepening of preschool education reform, the professional quality of preschool teachers has been demanded more and more high in recent years. Cultivating reflective teachers through reflective practical activities has been recognized as an indispensable way to promote the professional development of preschool teachers and improve the quality of early childhood education. It is more important to cultivate teachers' reflective ability. In view of this, this paper takes the teachers of two Mongolian kindergartens in Hohhot, the capital of Inner Mongolia Autonomous region, as the research objects. This paper makes an investigation on the present situation of their reflective practice, and puts forward some pertinent suggestions on the existing problems, hoping to make a beneficial exploration for the development of the national early childhood education in our city. This paper consists of the following parts:. In the first part, on the basis of expounding the origin, purpose and significance of the selected topic, the paper briefly explains the related research results at home and abroad, at the same time, points out its shortcomings and briefly introduces the main research methods of this paper. The second part combs the theoretical basis of reflective practice, including philosophy, cognitive psychology, Dewey, Shane and critical theory. In the third part, some problems about reflective practice of preschool teachers are explained in terms of the concept, characteristics, value and approaches of the reflective practice of preschool teachers. The 4th part mainly introduces the concrete situation of the reflective practical activities carried out by the teachers of the two Mongolian kindergartens in this city, which lays a foundation for putting forward targeted suggestions. In the 5th part, the corresponding countermeasures are put forward from the aspects of preschool teachers' pre-service education, post-service education, the establishment of preschool teachers' professional development schools to make the communication between pre-service education and post-vocational education, and the strengthening of cooperation with parents and communities.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G451.1

【引证文献】