幼儿园本位的教师培养的理论与实践
发布时间：2019-01-06 10:30
【摘要】： 教师问题在任何一个国家的教育改革中都起着至关重要的作用。幼儿园教育是学校教育和终身教育的奠基阶段，因此如何进一步改进幼儿园教师培养的方式与途径，提高幼儿园教师的专业水平，找到一条促进幼儿园教师成长的最佳途径，是人们十分关心的问题。 当前，无论是国外的研究还是国内的观点，大家越来越认同一个基本思想：幼儿园既是幼儿成长的场所，也是教师专业发展的基地。本研究着重考察当前上海市幼儿园本位的教师培养的实践情况，在取得第一手资料的基础上提出可行性建议。 本项研究采用理论研究和实证研究相结合的方式，研究方法包括文献研究、以实地观察和访谈形式进行的个案研究、问卷调查。既深入了解某一幼儿园的教师培养情况，同时又通过问卷了解一定数量的幼儿园实施情况，来考察现实中的幼儿园本位的教师培养状况。 论文首先对幼儿园本位的教师培养进行了概念界定；接着分析了幼儿园本位教师培养、教师专业发展、行动研究三者间的关系，提出教师专业发展是幼儿园本位的教师培养的目标，行动研究是幼儿园本位的教师培养的基本方法；最后论文在对问卷和个案调查结果进行总结的基础上，揭示了当前幼儿园本位教师培养中的经验与局限，并提出了四点改进措施。 论文提出，幼儿园教师的成长过程主要发生在她所任职的幼儿园，发生在日常的不断工作实践中，政府教育部门、教师教育机构是促进幼儿园教师成长的外部力量，，教师本人及其所任职的幼儿园必须发挥内部力量的作用，只有这样才更更有利于教师的发展。论文提出，在进行幼儿园本位教师培养的过程中，要不断改进、创新幼儿园本位的教师培养的方式、途径；同进还需要教师本人走出教学的重复，不断地反思和探究，进行自我更新。
[Abstract]:The question of teachers plays a vital role in the educational reform in any country. Kindergarten education is the foundation stage of school education and lifelong education. Therefore, how to further improve the ways and means of training kindergarten teachers, improve the professional level of kindergarten teachers, and find the best way to promote the growth of kindergarten teachers, It is a matter of great concern. At present, no matter the foreign research or the domestic viewpoint, we more and more agree with a basic idea: kindergarten is not only the place where children grow up, but also the base of teachers' professional development. This study focuses on the current practice of kindergarten-based teacher training in Shanghai and puts forward some feasible suggestions on the basis of obtaining first-hand information. This study adopts the combination of theoretical research and empirical research. The research methods include literature research, case studies in the form of field observation and interviews, and questionnaires. Not only deeply understand the teacher training situation of a kindergarten, but also understand the implementation of a certain number of kindergartens through questionnaires, to investigate the status of kindergarten based teacher training in reality. Firstly, the paper defines the concept of kindergarten based teacher training. Then it analyzes the relationship among teachers' training, teacher professional development and action research, and points out that teacher professional development is the goal of kindergarten based teacher training, and action research is the basic method of kindergarten based teacher training. Finally, based on the conclusion of questionnaire and case investigation, the paper reveals the experience and limitation in the training of kindergarten teachers, and puts forward four measures to improve it. The paper puts forward that the growth process of kindergarten teachers mainly takes place in the kindergarten where she works, and in the daily continuous work practice. The government education department and teacher education institutions are the external forces to promote the growth of kindergarten teachers. Teachers themselves and their kindergartens must play an internal role, only in this way more conducive to the development of teachers. The paper puts forward that in the course of training kindergarten teachers, we should constantly improve and innovate the ways and means of training kindergarten teachers. It also needs teachers themselves to go out of the repetition of teaching, constantly reflect and explore, and carry out self-renewal.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2003
【分类号】：G610
本文编号：2402683
[Abstract]:The question of teachers plays a vital role in the educational reform in any country. Kindergarten education is the foundation stage of school education and lifelong education. Therefore, how to further improve the ways and means of training kindergarten teachers, improve the professional level of kindergarten teachers, and find the best way to promote the growth of kindergarten teachers, It is a matter of great concern. At present, no matter the foreign research or the domestic viewpoint, we more and more agree with a basic idea: kindergarten is not only the place where children grow up, but also the base of teachers' professional development. This study focuses on the current practice of kindergarten-based teacher training in Shanghai and puts forward some feasible suggestions on the basis of obtaining first-hand information. This study adopts the combination of theoretical research and empirical research. The research methods include literature research, case studies in the form of field observation and interviews, and questionnaires. Not only deeply understand the teacher training situation of a kindergarten, but also understand the implementation of a certain number of kindergartens through questionnaires, to investigate the status of kindergarten based teacher training in reality. Firstly, the paper defines the concept of kindergarten based teacher training. Then it analyzes the relationship among teachers' training, teacher professional development and action research, and points out that teacher professional development is the goal of kindergarten based teacher training, and action research is the basic method of kindergarten based teacher training. Finally, based on the conclusion of questionnaire and case investigation, the paper reveals the experience and limitation in the training of kindergarten teachers, and puts forward four measures to improve it. The paper puts forward that the growth process of kindergarten teachers mainly takes place in the kindergarten where she works, and in the daily continuous work practice. The government education department and teacher education institutions are the external forces to promote the growth of kindergarten teachers. Teachers themselves and their kindergartens must play an internal role, only in this way more conducive to the development of teachers. The paper puts forward that in the course of training kindergarten teachers, we should constantly improve and innovate the ways and means of training kindergarten teachers. It also needs teachers themselves to go out of the repetition of teaching, constantly reflect and explore, and carry out self-renewal.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2003
【分类号】：G610
【引证文献】
相关期刊论文 前1条
1 刘晶波;孙永霞;王磊;;1996～2006年我国学前教育领域关于“教师选题”的研究状况与分析——基于三所高校硕士、博士学位论文的研究[J];学前教育研究;2007年10期
相关硕士学位论文 前6条
1 戴觅觅;南疆“双语”幼儿园实施园本培训的行动研究[D];新疆师范大学;2010年
2 滕瑶;幼儿园新教师差异性入职教育研究[D];山东师范大学;2011年
3 郝娜;幼儿园本科学历新教师专业成长研究[D];山东师范大学;2012年
4 王成军;教研组活动对教师发展的影响研究：上海市天山新村第二幼儿园个案研究[D];华东师范大学;2004年
5 依玛耐木·阿布都外力;农村维吾尔族幼儿教师专业发展现状及途径研究[D];新疆师范大学;2008年
6 陈思;中部地区农村幼儿教师专业发展途径的研究[D];湖南师范大学;2010年
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