幼儿教师专业自我意识研究

发布时间：2018-01-12 09:18

本文关键词：幼儿教师专业自我意识研究　出处：《西南大学》2009年硕士论文　论文类型：学位论文

【摘要】： 幼儿教师专业自我意识是指幼儿教师在其职业生涯中形成的,与专业相关的一系列情感体验、规划期望以及对自己的认识和评价等。专业自我意识是教师专业发展的内在动力。教师只有清晰地认识自我、评价自我,才能进行准确的自我定位,也才能不断地对自己的认知活动进行积极、自觉的监控和调节。本研究旨在考察幼儿教师专业自我意识的现状、探究影响幼儿教师专业自我意识的因素,以期为提高幼儿教师素质,促进幼儿教师专业成长提供理论依据。本研究以自编《幼儿教师专业自我意识调查问卷》为研究工具,采取整群抽样和分层抽样相结合的方法,对部分城市的250名幼儿教师进行问卷调查,以考察幼儿教师专业自我意识的现状。主要结论如下: 1.多数幼儿教师的专业自我意识总分处于中等偏上水平,但仍有少数幼儿教师专业自我意识总体水平较低。在专业自我意识的三个因子中,专业自我体验的得分最高,专业自我调控的得分最低。 2.不同园所类型的幼儿教师在专业自我意识总体水平上差异不显著,仅在专业自我调控这个因子上存在显著差异,且公办园得分高于民办园。 3.不同教龄的幼儿教师在专业自我认识、专业自我体验、专业自我调控以及总体水平上均有显著差异。随着教龄的增长,其发展变化过程为:上升——回落——上升。 4.不同文化程度的幼儿教师仅在专业自我调控因子上有显著差异,文化程度越高,专业自我意识水平也越高。 5.不同园所级别的幼儿教师在专业自我意识总体水平和专业自我认识、专业自我调控这两个因子上均存在显著差异。幼儿园的级别越高,专业自我意识的总体水平越高,但在自我体验因子上,二级园得分最高。 6.不同职称的幼儿教师,在专业自我意识总体水平和各因子上均存在显著差异。职称水平越高,其专业自我意识的总分和各因子得分也越高。本研究还通过访谈法对10名一线幼儿教师进行了深入访谈。研究发现影响幼儿教师专业自我意识的环境因素有:社会地位、社会支持、组织氛围、组织形象;个体因素有:择业动机和工作动机、职业认同感、从业坚定性、工作成就感。
[Abstract]:Pre - school teachers ' professional self - awareness refers to a series of emotional experiences , planning expectations and awareness and evaluation of preschool teachers in their careers . Professional self - awareness is the internal power of teacher ' s professional development . Teachers can continuously and consciously monitor and adjust their cognitive activities . The purpose of this study is to explore the current situation of self - awareness of preschool teachers and explore the factors that affect the professional self - consciousness of preschool teachers . Based on the self - awareness questionnaire survey of preschool teachers ' professional self - awareness , this study investigates 250 preschool teachers in some cities by means of cluster sampling and stratified sampling . The main conclusions are as follows : 1 . Most preschool teachers have a higher professional self - awareness , but there are still a few teachers with low professional self - awareness . In the three factors of professional self - consciousness , the scores of professional self - consciousness are the highest , and the scores of professional self - control are the lowest . 2 . There is no significant difference in the overall level of professional self - awareness among preschool teachers of different gardens . Only in the professional self - regulation , there are significant differences , and the public - run park scores are higher than the private gardens . 3 . Pre - school teachers of different ages have significant differences in professional self - awareness , professional self - experience , professional self - regulation and overall level . With the growth of the teaching age , the process of development is rising _ falling _ up . 4 . Pre - school teachers with different levels of culture have significant differences in professional self - regulation factors . The higher the degree of culture , the higher the level of professional self - awareness . 5 . There are significant differences between kindergarten teachers at different levels of professional self - awareness , professional self - awareness and professional self - regulation . The higher the level of kindergarten , the higher the overall level of professional self - consciousness , but on the self - experience factor , the second - level garden has the highest score . 6 . Pre - school teachers with different titles have significant differences in the overall level of professional self - consciousness and the factors . The higher the level of professional title , the higher the total score of professional self - consciousness and the score of each factor . This study also conducted an in - depth interview with 10 first - line preschool teachers through interviews . The study found that the environmental factors that affect the professional self - consciousness of early childhood teachers are : social status , social support , organizational climate and organizational image ; individual factors include career motivation and motivation , professional identity , professional identity and job satisfaction .

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

【引证文献】