幼儿园实习教师与指导教师互动的研究

发布时间：2018-06-25 20:10

本文选题：实习教师 + 指导教师　；参考：《南京师范大学》2008年硕士论文

【摘要】： 教育实习是作为准教师的实习教师进入职场的必经阶段。在整个教育实习过程中,每个实习教师都会有相应的指导教师对其进行实习指导。指导教师是实习教师在幼儿园教育实习过程中的重要他人,实习教师与指导教师之间的互动也是幼儿园师师互动的一种类型。教育实习的成功与否很大程度上受到实习教师与指导教师互动状况的影响。但是目前对其进行的系统研究相对较少,本研究旨在对实习教师与指导教师之间的互动行为进行研究,不仅可以为教师的职业发展研究提供新的视角,而且有助于丰富幼儿园人际互动行为的研究。本研究借助访谈、现场观察的研究方法,对实习教师与指导教师之间的互动行为主题、互动历程、以及影响他们互动的因素进行了深入的分析。研究者通过一个个案来展示实习教师与指导教师的互动历程,并依据实习教师与指导教师在互动历程中所展现出的不同互动特征将此历程划分为三个时期,分别是“认识适应期”、“教学互动期”、“反思总结期”。研究者对收集到的245个实习教师与指导教师互动的案例进行了分析,从而归纳出了十三种互动行为主题,其中由实习教师开启的互动行为主题有六种,由指导教师开启的互动行为主题有七种,并对实习教师与指导教师互动行为主题的特点进行了分析。研究者通过对八名实习教师与四名指导教师的访谈得出了影响双方之间互动的八个因素,分别是:个人特质、沟通、角色的定位、年龄差距、专业背景、性别、关键事件、其他人员的因素。最后,基于以上的研究结果,研究者对实习教师与指导教师、师范院校、实习园三方提出了一些与本研究相关的建议。
[Abstract]:Educational practice is a necessary stage for prospective teachers to enter the workplace. In the whole process of teaching practice, each intern teacher will have the corresponding instruction teacher to carry on the practice instruction to it. Instruction teacher is an important other person in the process of teaching practice in kindergarten, and the interaction between intern teacher and instruction teacher is also a type of interaction between kindergarten teacher and teacher. To a great extent, the success of educational practice is influenced by the interaction between intern teachers and guidance teachers. However, there are relatively few systematic studies on it. The purpose of this study is to study the interaction between intern teachers and guidance teachers, which can not only provide a new perspective for the study of teachers' career development. Moreover, it is helpful to enrich the research of interpersonal interaction behavior in kindergartens. With the help of interviews and on-the-spot observation, this study makes a deep analysis of the theme, the course of interaction and the factors that affect the interaction between intern teachers and teachers. Through a case study, the researcher demonstrates the interaction between the intern teacher and the guidance teacher, and divides the process into three periods according to the different interactive characteristics of the intern teacher and the guidance teacher. They are the period of cognition adaptation, the period of teaching interaction and the period of reflection and summary. The researchers analyzed 245 cases of interaction between intern teachers and instructors, and concluded 13 kinds of interactive behavior themes, six of which were initiated by intern teachers. There are seven kinds of interactive behavior themes, and the characteristics of intern teachers and teachers' interactive behaviors are analyzed. Through interviews with eight intern teachers and four guidance teachers, the researchers obtained eight factors that affect the interaction between the two sides, namely: personal traits, communication, role orientation, age gap, professional background, gender, key events. Factors for other personnel Finally, based on the above research results, the researcher puts forward some suggestions on intern teachers and guidance teachers, teachers colleges and practice gardens.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G615

【引证文献】