对广州市幼儿教师三个基本教育观念的调查研究

发布时间：2018-04-21 17:36

本文选题：广州市 + 幼儿教师　；参考：《华南师范大学》2005年硕士论文

【摘要】：幼儿教师的教育观念,作为教师研究领域中的一项子课题,具有重要的理论意义和实践意义。本文在对科学儿童观、教学观、教师观内涵阐述的基础上,借助问卷调查法,试图对广州市幼儿教师在教育教学实践中表现出的儿童观、教学观、教师观现状进行一个比较全面的反映和分析。调查中发现,在儿童观方面,大多数广州市幼儿教师能够尊重儿童间的个体差异,并能够理解儿童的情感表达需要,但仍有部分幼儿教师对儿童权利的认识与态度不够明确,对儿童的特点也有所忽视;在教学观方面,广州市幼儿教师在选择教学内容与教学方式方法时能够考虑儿童的兴趣和需要,在教学中也能够发挥儿童的主体性,并注重引发高效的互动,同时,绝大多数幼儿教师在教学中注重培养儿童的道德品质,引导儿童进行自我评价,并能积极利用其他教学资源;在教师观方面,广州市幼儿教师基本能够尊重、并忠于自己的职业,对教师在儿童发展中所扮演的角色和教师自身行为对儿童的影响有明确的认识,绝大多数幼儿教师不满足于现有知识,渴望不断发展。在本次调查研究中还发现,具有初级职称与具有高级职称的幼儿教师之间以及具有2年以下教龄与具有10～20年教龄的幼儿教师之间,在儿童观上均表现出显著的差异,而在教学观和教师观上却并没有表现出差异。与此同时,幼儿教师的这三个基本教育观念并没有因教师学历、所在幼儿园类型和级别的不同呈现显著性差异。从总体上看,本研究得出如下结论:广州市幼儿教师的教育观念可能受到三方面因素的影响:一是来自幼儿教师个人因素的影响,如教育经验、工作态度、教育技能等;二是来自幼儿园的影响,如幼儿园教学工作的管理体制、幼儿园对教师的在职培训等;三是来自社会的影响,如新《纲要》的颁布与实施、政府的支持以及大众传媒的影响等。
[Abstract]:The educational concept of preschool teachers, as a sub-topic in the field of teacher research, has important theoretical and practical significance. On the basis of expounding the connotation of scientific view on children, view of teaching and view of teacher, this paper, by means of questionnaire survey, attempts to analyze the concept of children and teaching in the practice of education and teaching of preschool teachers in Guangzhou. The present situation of teachers' view is reflected and analyzed comprehensively. The survey found that most teachers in Guangzhou can respect the individual differences among children and understand the emotional needs of children, but there are still some preschool teachers who do not have a clear understanding and attitude towards children's rights. In the aspect of teaching concept, Guangzhou preschool teachers can consider the interests and needs of children when choosing teaching contents and teaching methods, and can also give play to the subjectivity of children in teaching. At the same time, the vast majority of kindergarten teachers pay attention to cultivating children's moral quality, guiding children to self-evaluation, and can actively use other teaching resources. Guangzhou preschool teachers can basically respect and be loyal to their profession, and have a clear understanding of teachers' role in the development of children and the impact of teachers' own behavior on children. Most preschool teachers are not satisfied with their existing knowledge. A desire to grow. It is also found that there are significant differences in the view of children between teachers with primary and senior titles and between teachers with less than 2 years of teaching and 10 to 20 years of teaching. However, there is no difference between teaching view and teacher view. At the same time, there is no significant difference between the types and levels of kindergarten because of teachers' qualifications. On the whole, this study draws the following conclusions: the educational concept of Guangzhou preschool teachers may be affected by three factors: one is from the individual factors of preschool teachers, such as education experience, work attitude, educational skills and so on; The second is the influence from kindergarten, such as the management system of kindergarten teaching work, the on-the-job training of teachers, and the social influence, such as the promulgation and implementation of the new outline, the support of the government and the influence of mass media.
【学位授予单位】：华南师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G615

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