课题研究中新手幼儿教师自我专业发展意识的个案研究
发布时间：2018-07-26 08:08
【摘要】：近年来,尤其是2010年教育部颁布《国家中长期教育改革和发展规划纲要(2010—2020)》以来,学前教育日益被人们关注。教师质量是学前教育质量的生命线和支柱。随着学前教育的快速发展和人们对高质量学前教育需求的日益加大,新世纪对教师的专业素养也提出了更高的要求。各地按照国务院关于当前发展学前教育的总体要求和部署,把大力发展学前教育,作为贯彻落实《国家中长期教育改革和发展规划纲要(2010-2020)》,推进新时期教育事业科学发展的突破口和重要任务。加强学前教师队伍建设提高幼儿教师队伍的整体质量,是学前教育快速健康发展的根本保障,是满足人们日益增长的对高质量学前教育需求的关键举措。因此,关注幼儿教师的专业发展,采取多种措施促进幼儿教师的专业发展,是提高学前教育质量,保障学前教育可持续发展的关键。而新手幼儿教师,入职后会较老教师面临更多的问题,这就更需要我们关注新手幼儿教师,关注他们的发展。 本研究以一位入职不满三年的幼儿教师作为研究对象,在课题研究中,研究者与研究对象通过多种互动方式,获得了包括教学案例、教师教案、教师反思日记以及访谈等原始资料,通过研究者的筛选,最后整理出和本研究相关度较高的11个课堂案例、不同时期的访谈记录以及教师反思日记作为本研究的资料。依据叶澜的“自我更新取向”教师专业发展阶段论以及张燕、顾永芳关于幼儿教师专业发展的研究结论,分析原始资料。本研究从横向和纵向两个维度分析L教师在不同阶段自我专业发展意识的特点。横向上,以某个时段为基础,静态描述L教师的自我专业发展意识在某阶段的具体表现和特点；纵向上,把L教师在不同时段的表现和特点串起来,通过比较不同时段的特点,呈现L教师的自我专业发展意识随着时间的推移的动态演变。研究结果显示：参加课题研究前(入职半年)L教师处于“生存关注”阶段,她能清晰意识到自己面临的困难和挑战,受主观因素和客观因素的影响L教师获得了较积极的自我认识和评价；参加课题研究后,L教师也逐渐过渡到初级的“任务关注阶段”,由此关注的重点也由最初的“我如何生存”到“我如何更好地生存”,而且还具有了清晰的问题意识,并能主动寻求专业发展,但动力主要来源于外部。最后,本研究在对L教师深入研究的基础上,从教师自身的角度,提出了几点关于如何增强幼儿教师的自我专业发展意识,主动寻求专业发展的建议。
[Abstract]:In recent years, especially since the Ministry of Education issued the outline of National medium and long term Education Reform and Development Program (2010-2020) in 2010, preschool education has been paid more and more attention. Teacher quality is the lifeline and pillar of preschool education quality. With the rapid development of preschool education and the increasing demand for high-quality preschool education, the new century has put forward higher requirements for teachers' professional accomplishment. In accordance with the general requirements and arrangements of the State Council for the current development of preschool education, all localities will vigorously develop pre-school education. As a breakthrough and important task in carrying out the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and promoting the scientific development of education in the new period. Strengthening the construction of preschool teachers and improving the overall quality of preschool teachers is the fundamental guarantee for the rapid and healthy development of preschool education and the key measure to meet the increasing demand for high-quality preschool education. Therefore, it is the key to improve the quality of preschool education and ensure the sustainable development of preschool education by paying attention to the professional development of preschool teachers and taking various measures to promote the professional development of preschool teachers. The novice preschool teachers will face more problems than the old teachers, which requires us to pay more attention to the novice preschool teachers and their development. In this study, an infant teacher with less than three years in service was taken as the research object. In the course of the research, the researcher and the research object obtained the teaching case and the teacher's teaching plan through a variety of interactive ways. Through the screening of researchers, 11 classroom cases with high correlation with this study, interview records of different periods and teachers' reflective diaries as the data of this study are presented. According to Ye Lan's "self-renewal orientation" theory of teacher's professional development stage and the conclusion of Zhang Yan and Gu Yongfang's research on preschool teacher's professional development, the original data are analyzed. This study analyzes the characteristics of L teachers' self-professional development consciousness in different stages from horizontal and vertical dimensions. Horizontally, on the basis of a certain period, static description of L teachers' self-professional development consciousness in a certain stage of the specific performance and characteristics; vertically, L teachers in different periods of time performance and characteristics together, by comparing the characteristics of different periods, Presents the L teacher's self-professional development consciousness with the passage of time the dynamic evolution. The results show that: before participating in the project (half a year), the teacher was in the stage of "survival concern", and she was able to be aware of the difficulties and challenges she was facing. Influenced by subjective factors and objective factors, L teachers get more positive self-knowledge and evaluation, and after participating in the research, teachers also gradually transition to the primary stage of "task concern". The focus is from "how do I survive" to "how to survive better", and also has a clear awareness of the problem, and can actively seek professional development, but the main motivation is from the outside. Finally, based on the in-depth study of L teachers and from the perspective of teachers themselves, this study puts forward some suggestions on how to enhance teachers' awareness of self-professional development and actively seek professional development.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G615
本文编号：2145391
[Abstract]:In recent years, especially since the Ministry of Education issued the outline of National medium and long term Education Reform and Development Program (2010-2020) in 2010, preschool education has been paid more and more attention. Teacher quality is the lifeline and pillar of preschool education quality. With the rapid development of preschool education and the increasing demand for high-quality preschool education, the new century has put forward higher requirements for teachers' professional accomplishment. In accordance with the general requirements and arrangements of the State Council for the current development of preschool education, all localities will vigorously develop pre-school education. As a breakthrough and important task in carrying out the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and promoting the scientific development of education in the new period. Strengthening the construction of preschool teachers and improving the overall quality of preschool teachers is the fundamental guarantee for the rapid and healthy development of preschool education and the key measure to meet the increasing demand for high-quality preschool education. Therefore, it is the key to improve the quality of preschool education and ensure the sustainable development of preschool education by paying attention to the professional development of preschool teachers and taking various measures to promote the professional development of preschool teachers. The novice preschool teachers will face more problems than the old teachers, which requires us to pay more attention to the novice preschool teachers and their development. In this study, an infant teacher with less than three years in service was taken as the research object. In the course of the research, the researcher and the research object obtained the teaching case and the teacher's teaching plan through a variety of interactive ways. Through the screening of researchers, 11 classroom cases with high correlation with this study, interview records of different periods and teachers' reflective diaries as the data of this study are presented. According to Ye Lan's "self-renewal orientation" theory of teacher's professional development stage and the conclusion of Zhang Yan and Gu Yongfang's research on preschool teacher's professional development, the original data are analyzed. This study analyzes the characteristics of L teachers' self-professional development consciousness in different stages from horizontal and vertical dimensions. Horizontally, on the basis of a certain period, static description of L teachers' self-professional development consciousness in a certain stage of the specific performance and characteristics; vertically, L teachers in different periods of time performance and characteristics together, by comparing the characteristics of different periods, Presents the L teacher's self-professional development consciousness with the passage of time the dynamic evolution. The results show that: before participating in the project (half a year), the teacher was in the stage of "survival concern", and she was able to be aware of the difficulties and challenges she was facing. Influenced by subjective factors and objective factors, L teachers get more positive self-knowledge and evaluation, and after participating in the research, teachers also gradually transition to the primary stage of "task concern". The focus is from "how do I survive" to "how to survive better", and also has a clear awareness of the problem, and can actively seek professional development, but the main motivation is from the outside. Finally, based on the in-depth study of L teachers and from the perspective of teachers themselves, this study puts forward some suggestions on how to enhance teachers' awareness of self-professional development and actively seek professional development.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G615
【参考文献】
相关期刊论文 前1条
1 王邦勇;傅淳;;促进幼儿教师专业发展的园内管理制度探究[J];现代教育科学;2009年06期
，本文编号：2145391
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