学前教育师范生实习阶段专业成长的内在心理过程分析

发布时间：2018-01-02 12:44

本文关键词：学前教育师范生实习阶段专业成长的内在心理过程分析　出处：《学前教育研究》2017年05期 　论文类型：期刊论文

【摘要】：教育实习对师范生的专业成长具有重要意义。本研究选取经历8周实习期的97名学前教育专业师范生为研究对象,使用问卷调查法收集了96份有效问卷,使用文本分析法研究了970份反思性日志。结果发现,学前教育专业师范生在实习阶段总体上经历了观察期、混乱期、调适期与稳定期4个子阶段,其中观察期约5天,观察的重点依次是一日安排、幼儿情况、课堂教学;混乱期约7天,让师范生感觉最为混乱的依次是班级管理、集体教学、个别教育、职业失望;调适期约9天,主要求助对象依次为幼儿园指导教师、自己、父母;稳定期约15天,师范生开始感觉自己能够在课堂教学、个别教育、班级管理等方面有所作为。为更好地促进师范生在实习阶段的专业成长,高校应重视学前教育师范生培养的实践环节,特别是高校指导教师应实现对师范生的"伴随式成长",同时应重视幼儿园指导教师作为师范生成长的重要他人所发挥的积极作用。此外,师范生自己也应做好实习准备,努力养成批判性反思的良好专业发展习惯。
[Abstract]:Education practice is of great significance to the professional growth of normal school students. This study selected 97 normal school students of preschool education who experienced 8 weeks of practice as the research object and collected 96 valid questionnaires using questionnaire method. In this paper, 970 reflective journals were studied by text analysis. The results showed that normal school students in preschool education had four sub-stages: observation period, chaos period, adjustment period and stable period. The observation period is about 5 days, the focus of observation is the arrangement of 1st, the situation of young children, classroom teaching; The chaos period is about 7 days, which makes normal students feel the most chaotic in turn is class management, collective teaching, individual education, professional disappointment; The adjustment period is about 9 days, the main objects for help are kindergarten guidance teachers, themselves, parents in turn; About 15 days of stable period, normal students began to feel that they can make a difference in classroom teaching, individual education, class management and so on, in order to better promote the professional growth of normal school students in the practice stage. Colleges and universities should attach great importance to the practice of training normal school students, especially the guidance teachers should realize the "accompanying growth" of normal school students. At the same time, attention should be paid to the positive role played by kindergarten teachers as important others in the growth of normal school students. In addition, normal school students should also prepare themselves for practice and strive to develop a good habit of professional development with critical reflection.
【作者单位】：山东曲阜师范大学教育科学学院;曲阜师范大学附属幼儿园;
【基金】：山东省研究生教育创新计划项目“山东省教育专业学位研究生职业能力培养质量满意度调查”(编号:SDYY15052) 2015年度山东省高校人文社科研究课题“教育实习对学前教育专业大学生职业的影响”(J15WC20)
【分类号】：G61-4;G652
【正文快照】： 一、问题提出教育实习是各级各类师范院校高年级学生到实习学校进行教育教学专业实践的形式,包括见习、试教、参观、协助或者代理班主任、参加教育行政工作等。[1]教育实习作为必修课程,是“理论遭遇实践、理想碰撞现实”的过程,[2]是师范生探索教学实践、学习教学、积累实际

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