珠海市幼儿教师专业发展现状调查与分析

发布时间：2018-12-29 09:31

【摘要】： 教师专业发展的最终目的是学生成长。众所周知，幼儿教育在终身教育中有着不可忽视的作用，幼儿教师是连接课程和幼儿之间的一座极其重要的桥梁，因此，幼儿教师在人一生发展中的作用不言而喻，研究如何促进幼儿教师的专业发展可以说是刻不容缓。幼儿教师的专业发展现状如何呢?幼儿教师的专业发展又和什么因素有关呢?基于这两个问题，，笔者借鉴已有的幼儿教师专业发展的理论研究基础上，运用文献研究、问卷调查等方法，对珠海市幼儿教师专业发展的现状进行调查。调查从幼儿教师的职业观念、职业行为、职业满意度和需求、幼儿教师培训情况、幼儿园评价制度和幼儿园的教研激励制度六方面考察珠海市幼儿教师专业发展的现状及存在的问题，寻找了幼儿教师基本情况与专业发展情况的相关关系，并提出了相应的建议。本次调查的结果大体如下：珠海市幼儿教师队伍年轻化，大专以上学历的教师占全体教师的76.1％，大部分幼儿教师工资低于珠海市在岗职工平均工资，幼儿教师队伍极不稳定。幼儿教师选择这一职业都比较主动，对于幼儿教师的形象认识已经从奉献型、权威型转变成为专家型和服务。幼儿教师乐于参加专业发展活动，但是，教师反思比较被动，教学独立性不强，幼儿教师对职业生涯规划了解不多，职业发展处于盲目状态。不少幼儿教师对自己的专业成长比较自信，但是，工作负担重、对研究方法掌握不多及教研没有实质性的回报等因素影响教师开展教研活动。珠海市幼儿园的培训在“改进了教学方法”、“提高了工作效率”和“提高了研究能力”等方面让多数的教师觉得满意。但是，幼儿园相关培训还存在培训机会太少、培训模式陈旧、培训与工作实际矛盾大等不足。幼儿园在评价教师时主要目的是判断教师的发展需求，评价主体是多元化的。幼儿园的教研激励制度对于超过半数的教师没有吸引力。在幼儿教师基本情况与专业发展情况的相关关系分析中发现：“是否会再选择当幼师”和“教学独立性”、“最高学历”、“对培训满意度”有显著的相关关系。“教学独立性”与“反思行为”、“工资”有显著的正相关。幼儿教师的年龄、教龄、职称和专业发展情况没有显著相关。针对调查的结果和对存在问题的分析，本文提出了：提高教师自身素质；改善幼儿园管理；为幼儿教师提供教育、教研的相关指导；增加培训机会，改进培训方式和内容等几方面的建议，以期为幼儿园及相关部门促进教师专业发展的工作提供参考。
[Abstract]:The ultimate goal of teacher professional development is the growth of students. As we all know, early childhood education plays an important role in lifelong education, and early childhood teachers are an extremely important bridge between curriculum and children. Therefore, the role of early childhood teachers in the development of human life is self-evident. It is urgent to study how to promote the professional development of preschool teachers. What is the current situation of preschool teachers' professional development? What factors does the professional development of preschool teachers have to do with it? Based on these two problems, based on the theoretical research of preschool teachers' professional development, the author investigates the present situation of teachers' professional development in Zhuhai by means of literature research and questionnaire survey. A survey was conducted on the professional concept, professional behavior, job satisfaction and needs of preschool teachers, and the training of preschool teachers. The evaluation system of kindergarten and the incentive system of teaching and research in kindergartens are reviewed in six aspects. The present situation and existing problems of professional development of preschool teachers in Zhuhai are investigated, and the correlation between the basic situation of preschool teachers and the situation of professional development is found. The corresponding suggestions are put forward. The results of this survey are as follows: the young teachers in Zhuhai City are young, teachers with college education or above account for 76.1% of all teachers, and the salaries of most preschool teachers are lower than the average wages of the employed workers in Zhuhai. The ranks of preschool teachers are extremely unstable. Preschool teachers are more active in choosing this profession. The image of preschool teachers has changed from dedication and authority to expert and service. Preschool teachers are willing to participate in professional development activities, but teachers' reflection is passive, teaching independence is not strong, preschool teachers do not know much about career planning, and career development is in a blind state. Many preschool teachers are more confident about their professional growth, but the heavy burden of work, lack of knowledge of research methods and lack of substantial return on teaching and research factors affect teachers to carry out teaching and research activities. Most teachers are satisfied with the training of Zhuhai kindergarten in the aspects of "improved teaching methods", "improved working efficiency" and "improved research ability". However, there are too few training opportunities, old training model and big contradiction between training and work practice. The main purpose of kindergarten evaluation is to judge teachers' development needs, and the main body of evaluation is diversified. Kindergarten's teaching and research incentive system is not attractive to more than half of teachers. Based on the analysis of the correlation between the basic situation of preschool teachers and the professional development, the author finds that there is a significant correlation between "will choose to be a kindergarten teacher", "teaching independence", "the highest educational level" and "satisfaction with training". There is a significant positive correlation between "teaching independence" and "reflective behavior" and "salary". There was no significant correlation between age, teaching age, professional title and professional development of preschool teachers. Based on the results of the investigation and the analysis of the existing problems, this paper puts forward the following points: to improve the teachers' own quality, to improve the kindergarten management, to provide the relevant guidance for the preschool teachers' education, teaching and research; To increase training opportunities, improve training methods and content and other aspects of suggestions, in order to provide reference for kindergarten and related departments to promote the professional development of teachers.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

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