幼儿园新手教师实践知识的个案研究

发布时间：2018-03-19 11:23

本文选题：幼儿园新手教师　切入点：教师实践知识　出处：《河南大学》2010年硕士论文　论文类型：学位论文

【摘要】： 幼儿教师实践知识是幼儿教师在日常教学活动中形成对幼儿园教育教学活动的个人化理解,对幼儿教师自身成长有着重要的作用。关注幼儿园新手教师实践知识的发展,有助于新手教师转化自己所学的教育理论,积累教学的经验,促进教师的成长。本研究在分析国内外有关教师实践知识研究的基础上,梳理了教师实践知识的相关概念、理论,提出了研究的问题：即幼儿园新手教师实践知识的基本内容及影响新手教师实践知识形成与发展的因素。本研究以质性研究为取向,采用访谈法、观察法、文本分析法等方法,对J幼儿园W老师进行了为期2个月的跟踪观察,从W老师日常教学活动,教育教学反思与日志等方面收集相关资料,从新手教师实践知识的基本内容和影响因素方面对W老师的实践知识进行了初步研究。通过对幼儿园新手教师的研究,笔者提出如下的一些初步结论：1.幼儿园新手教师虽然初为人师,但是她们仍然有一部分成为真正教师所必须的实践知识；2.相对于老教师而言,幼儿园新手教师在某种程度上有更强烈的获取知识的愿望；3.日常教学经验与反思是影响幼儿园新手教师实践知识形成的关键因素；4.从实践知识内容变化上来讲,班级管理知识和幼儿园保育教育知识的变化最大；5.从新手教师实践知识的关注点来看,新手教师由任教初期更多关注自身任务的完成到后来慢慢转向关注幼儿的兴趣和需要。在此基础之上,本研究提出如下的建议：1.对幼儿园新手教师来讲要正确对待初为人师期间的教学困境及所遭遇的现实冲突,坚持进行日常的教学反思与教学研究,提升个人的教学经验,顺利实现由学生到真正教师的过度；2.对幼儿园来讲,要给新手教师提供支持的环境及有利于新手教师实践知识发展所需的时间、空间和机会：3.对师资培训机构来讲,在理论教学过程中要加强幼儿园班级管理和幼儿园保育工作方面的知识,除此之外要给学前教育专业的学生提供更多连续性的实际教学的机会。这样有利于幼儿园新手教师形成独特的教师实践知识,进而实现新手教师的更快成长。
[Abstract]:The practical knowledge of kindergarten teachers is a personal understanding of kindergarten education and teaching activities, which plays an important role in the growth of kindergarten teachers. It is helpful for novice teachers to transform their own educational theories, accumulate teaching experience and promote teachers' growth. On the basis of analyzing the research of teachers' practical knowledge at home and abroad, this study combs the related concepts and theories of teachers' practical knowledge. The basic contents of practical knowledge of novice kindergarten teachers and the factors influencing the formation and development of practical knowledge of novice teachers are put forward. W teacher in J Kindergarten was followed up for 2 months. Relevant data were collected from teacher W's daily teaching activities, education and teaching reflection and log, etc. This paper makes a preliminary study on teacher W's practical knowledge from the aspects of the basic content and influencing factors of novice teachers' practical knowledge. Through the study of kindergarten novice teachers, the author puts forward some preliminary conclusions as follows: 1.Although new kindergarten teachers are new teachers, they still have some practical knowledge necessary for them to become real teachers. Kindergarten novice teachers have a stronger desire to acquire knowledge to a certain extent 3.Daily teaching experience and reflection are the key factors influencing the formation of practical knowledge of kindergarten novice teachers. From the point of view of the concern of novice teachers' practical knowledge, novice teachers pay more attention to the completion of their own tasks at the beginning of teaching and gradually turn to the interests and needs of young children. On this basis, this study puts forward the following suggestions: 1.To the novice kindergarten teachers, we should correctly deal with the teaching difficulties and the realistic conflicts encountered during the period of being a new teacher, and insist on carrying out daily teaching reflection and teaching research. To improve personal teaching experience and realize the transition from students to real teachers 2. For kindergarten, it is necessary to provide a supportive environment for novice teachers and the time needed to facilitate the development of novice teachers' practical knowledge. Space and opportunity: 3. For teacher training institutions, we should strengthen the knowledge of kindergarten class management and nursery care in the course of theoretical teaching. In addition, it is necessary to provide more continuous practical teaching opportunities for students majoring in preschool education, which is conducive to the formation of unique practical knowledge of kindergarten teachers and the realization of faster growth of new teachers.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G615

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