河北

发布时间：2018-06-08 01:23

本文选题：国培计划 + 幼儿教师培训　；参考：《河北师范大学》2013年硕士论文

【摘要】：幼儿教师的专业化发展是社会关注的一个热点，幼儿教师职后参加培训学习越来越受到国家和社会的关注，而幼儿教师在培训中学习也成为教师专业化道路上的加油站。培训作为职后学习的重要形式无疑可以使教师在短时间内收获很多相关知识，但是在培训学习中，教师对培训内容的掌握，对所学知识的应用却是一个难点。在相关的幼儿教师培训中，从课程设置、培训管理，，培训实效来讲，实用性和理论学习难以有效结合，在学习过程中不能把理论学习和技能培训很好的相结合。培训机构以多种形式来提供专业知识的学习，教师在学习过程中也应该以多种途径来丰富自己的理论知识和增强幼儿教师的教学技能。培训后在幼儿教师专业化发展也中反映出一些问题，最为突出的是教师在学习和应用过程的脱节，表现为学到的东西难以内化到自己的知识结构中，学习到的知识内化为自己的知识后，难以应用到现实的教学环节当中去。本文通过对的幼儿教师培训的管理和参与，试图探索幼儿教师培训模式和幼儿教师在培训过程中理论知识与技能知识内化为自己教师专业结构的过程。通过对教师学习情况的观察，对幼儿教师培训提出改善策略，为以后幼儿教师培训学习中教师知识内化过程提供借鉴资料。分析影响教师知识内化的因素，总结提出幼儿教师内化的阶段和条件。分析培训中的问题并提出优化对策，为幼儿教师的专业发展指明调节前进方向。本文主要分为六个部分：第一部分对本次幼儿教师培训项目进行概况介绍，了解培训课程、教学模式与学习模式。并且通过非结构访谈和问卷的分析，了解本次来参加学习的幼儿教师的学习动因和倾向，并且进行分析和说明。第二部分说明本次培训中的知识类型主要是理论知识和技能知识，学习知识内化的相关理论得出对教师知识内化的启示，借助理论总结幼儿教师知识内化的价值取向。第三部分通过对培训的观察，介绍培训中理论学习、技能学习和实践学习知识内化的联系和促进教师知识内化的途径。总结和梳理幼儿教师知识内化的基本过程。第四部分分析本次培训中的调查数据，说明培训情况和在培训过程中的知识学习和实践应用情况。分析影响教师知识内化的因素，为分析教师知识内化提供参考资料。第五部分根据前四部分的总结和提炼，具体分析培训中的教师知识内化条件和知识内化的四个阶段，提出知识内化对教师专业成长的作用。第六部分分析培训中所存在的问题，提出相应的解决对策，为以后的培训提供解决方案。最后说明在培训中教师知识内化自身观念转变的方法。
[Abstract]:The professional development of preschool teachers is a hot topic in the society. The country and society pay more and more attention to the preschool teachers' post-service training and learning, and the preschool teachers' learning has become a gas station on the path of teachers' specialization. Training as an important form of post-service learning can undoubtedly enable teachers to harvest a lot of relevant knowledge in a short period of time but in training learning it is difficult for teachers to master the training content and to apply the knowledge they have learned. In the related preschool teacher training, it is difficult to combine practicability and theory learning effectively from curriculum setting, training management and training effect, and can not combine theory learning and skill training very well in the learning process. Training institutions provide professional knowledge in various forms, and teachers should enrich their theoretical knowledge and enhance their teaching skills in the process of learning. After training, some problems are also reflected in the professional development of preschool teachers. The most prominent problem is the disconnection between the learning and application of teachers, which shows that what they have learned is difficult to internalize into their knowledge structure. After the internalization of the learning knowledge into their own knowledge, it is difficult to apply it to the actual teaching links. This paper attempts to explore the mode of early childhood teacher training and the process of internalizing the theoretical knowledge and skills knowledge into their own professional structure through the management and participation in the training of preschool teachers. Through the observation of the teachers' learning situation, the paper puts forward the improvement strategies for the early childhood teachers' training, and provides the reference materials for the teachers' knowledge internalization process in the later early childhood teachers' training and learning. This paper analyzes the factors influencing teachers' internalization of knowledge, and puts forward the stages and conditions of teachers' internalization. This paper analyzes the problems in the training and puts forward the optimization countermeasures to point out the direction of adjustment for the professional development of preschool teachers. This paper is divided into six parts: the first part is a brief introduction to the training project of early childhood teachers, to understand the training course, teaching model and learning model. And through the analysis of unstructured interview and questionnaire, to understand the learning motivation and tendency of the preschool teachers who come to participate in the learning. The second part explains that the types of knowledge in this training are mainly theoretical knowledge and skill knowledge, and the relevant theories of learning knowledge internalization draw inspiration to teachers' knowledge internalization. The third part, through the observation of training, introduces the relationship between theory learning, skill learning and practical learning knowledge internalization and the ways to promote teachers' knowledge internalization. The fourth part analyzes the investigation data in this training, and explains the situation of training and the knowledge learning and practical application in the process of training. The fifth part, according to the summary and extraction of the first four parts, analyzes the conditions of teachers' knowledge internalization and the four stages of knowledge internalization. The sixth part analyzes the problems existing in the training, puts forward the corresponding solutions, and provides solutions for the future training. Finally, the paper explains the methods of teachers' knowledge internalization in training.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G655.1

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