幼儿教师专业发展：问题与对策

发布时间：2018-07-24 08:33

【摘要】： 幼儿教师专业发展既是学前教育改革发展的需要,也是教师和幼儿共同发展的需要。它主要是指幼儿教师在严格的专业训练和自身不断地主动学习的基础上,逐渐成长为一名专业人员的发展过程,包括两个层面——宏观和微观。从宏观上,幼儿教师专业发展即明确幼儿教师的专业地位,同时用法律来保证其专业地位。从微观上,即幼儿教师逐渐完善自己的专业素质结构,在“学习-掌握-反思-再学习-掌握”不断的循环中提高专业素质。本文以“背景-中外比较-问题-对策思考”的思路论述幼儿教师专业发展的问题,从中外的比较研究得出几点启示,引出了后面的问题分析。研究方法主要用到了文献研究法、问卷调查法和访谈法、叙事研究和个案研究法。主要阐述了以下内容: 讨论幼儿教师专业发展的相关概念,分析幼儿教师角色的特征,以及《幼儿园教育指导纲要(试行)》对幼儿教师提出的要求,论述本研究的背景和意义;通过对幼儿教师专业发展现状和培训需求进行的问卷调查和访谈,结合两名分别来自城市和农村幼儿园的幼儿教师的个案比较,分析我国幼儿教师专业发展存在的问题;结合个案,从宏观、中观、微观三个层面分析促进幼儿教师专业发展的策略。本研究只是在前人研究的基础上,加上了自己对现实的调查和分析。数据和个案只能说明一个地区和一类教师的专业发展情况,不具备普遍性是本研究最大的遗憾。另外,在两方面仍然值得后续的深入研究——基于本土的幼儿教师专业发展阶段的研究和非学前专业毕业的幼儿教师专业发展的研究。
[Abstract]:Preschool teachers' professional development is not only the need of preschool education reform and development, but also the need of teachers and children's common development. It mainly refers to the development of a professional teacher who gradually grows into a professional on the basis of strict professional training and continuous active learning by himself, including two levels-macro and micro. From the macro point of view, the professional development of preschool teachers is to clarify the professional status of preschool teachers and to guarantee their professional status by law. From the microcosmic point of view, the preschool teachers gradually improve their professional quality structure and improve their professional quality in the cycle of "learning-master-introspection-re-learning-mastering". This paper discusses the problems of preschool teachers' professional development with the idea of "background-Chinese and foreign comparison-problem-countermeasure thinking", draws some enlightenment from the comparative study between China and foreign countries, and leads to the analysis of the problems behind. The research methods are mainly literature research, questionnaire survey and interview, narrative research and case study. This paper mainly expounds the following contents: discussing the related concepts of preschool teachers' professional development, analyzing the characteristics of preschool teachers' roles, and the requirements of the guidelines for Kindergarten Education (try out) for preschool teachers, This paper discusses the background and significance of this study, through the questionnaire survey and interview on the current situation of professional development and training needs of preschool teachers, combined with the case study of two kindergarten teachers from urban and rural areas, This paper analyzes the problems existing in the professional development of preschool teachers in our country, and analyzes the strategies of promoting the professional development of preschool teachers from three aspects: macroscopic, meso and microcosmic combined with individual cases. This study is based on the previous studies, with its own investigation and analysis of reality. Data and cases can only explain the professional development of a region and a class of teachers, and lack of universality is the greatest regret in this study. In addition, two aspects are still worthy of further study-based on the local stage of preschool teachers' professional development and non-preschool professional graduate of early childhood teachers' professional development research.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

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