“我”的教育信念

发布时间：2018-01-04 00:13

本文关键词：“我”的教育信念　出处：《陕西师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：一名合格的教师乃至成长为卓越的教师,除了要掌握专业知识、专业技能外,教师确立教育信念是至关重要的。教师的教育信念驱动教师投入教育并支撑其持续投入,培养对职业“上善若水”情怀,实现对教师职业活动的热情和忠诚。所以教师的教育信念被认为是教师专业发展的重要内容,是教师专业结构的有机组成部分,是教师专业成长的决定性因素。幼儿教育是整个教育的奠基和基础,幼儿教师是实践幼儿教育的主体,幼儿教师的信念,即教师对教育、课程、儿童、教师角色以及它们之间关系的观念,直接影响教师教育行为,教学效果和儿童的发展。然而社会经济文化思潮的影响和应试教育浪潮的入侵,幼儿教师的教育信念面临着严峻考验。幼儿教师树立以儿童为本的,具有人文关怀的教育信念是当前最紧迫的任务。本研究首先从哲学、心理学、文化生态理论等学科视角对信念及教师信念进行深入剖析和多元透视,以期为教师教育信念的形成与发展提供理论指导,并作为本文对幼儿教师教育信念进行分析的理论依据。其次,幼儿教师的教育信念内隐于教师的教育教学行为与价值取向当中,故本文采用叙事研究法,走进一位幼儿教师的真实生活,倾听他的故事,同时观察课堂及分析实物,感受体验幼儿教师的生活,梳理出G老师的教育信念：教育观——最好的教育是了无痕迹,儿童观——只想替孩子说句公道话,教师观——做最好的自己,课程观——一日生活即课程。本文通过对G老师教育信念的梳理,结合其成长的历程,进而得出影响G老师教育信念的因素： 1.人生经历对教师教育信念的影响 2.人生信念是教师教育信念的支撑 3.个性特质赋予教师教育信念个体化色彩 4.教师教育信念在幼儿园文化夹缝中生存 5.个体所接受的文化对教师教育信念的影响伽达默尔诠释学思想一直贯穿本文,解释他人就是理解自己,最后一部分“镜中的自己”是最直观的体现。
[Abstract]:A qualified teacher and even grow into an outstanding teacher, in addition to mastering professional knowledge, professional skills. It is very important for teachers to establish educational beliefs. Teachers' educational beliefs drive teachers to invest in education and sustain their continuous investment, and cultivate the feelings of "being good if water is good" to the profession. Therefore, teachers' educational beliefs are regarded as an important part of teachers' professional development and an organic part of teachers' professional structure. It is the decisive factor of teacher professional growth. Early childhood education is the foundation and foundation of the whole education. Early childhood teachers are the main body of the practice of early childhood education, the beliefs of early childhood teachers, that is, teachers of education, curriculum, children, teachers' roles and the relationship between them. It has a direct impact on teachers' educational behavior, teaching effect and children's development. However, the influence of social economic and cultural thoughts and the invasion of examination-oriented education. The educational belief of preschool teachers is facing a severe test, and it is the most urgent task for early childhood teachers to establish a child-oriented and humanistic education belief. This study firstly analyzes and analyzes the beliefs and teachers' beliefs from the perspective of philosophy, psychology, cultural ecological theory and so on, in order to provide theoretical guidance for the formation and development of teachers' educational beliefs. And as the theoretical basis for the analysis of early childhood teachers' educational beliefs. Secondly, the educational beliefs of early childhood teachers are implicit in teachers' educational teaching behavior and value orientation, so this paper adopts the narrative research method. Walk into the real life of a preschool teacher, listen to his story, observe the classroom and analyze the objects, and experience the life of the preschool teacher. Combing out teacher G's educational beliefs:. Education-the best education is no trace, child view-just want to say justice for the child, teacher view-to be the best self, curriculum view-1st life is the curriculum. By combing the educational beliefs of G teachers and combining the process of their growth, this paper concludes the factors that affect the educational beliefs of G teachers. 1. The influence of life experience on teachers' educational beliefs 2.Life belief is the support of teachers' educational belief 3.Personality gives individualized color to teacher's educational belief 4. Teachers' educational beliefs exist in kindergarten culture 5. The influence of individual culture on teachers' educational beliefs Gadamer's hermeneutics thought runs through this article, explaining others is to understand oneself, the last part "self in the mirror" is the most intuitionistic embodiment.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615

【参考文献】