农村幼儿园教师专业知识发展的个案研究

发布时间：2018-02-02 15:28

本文关键词： 农村幼儿园教师专业知识困境策略　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：农村幼儿园教师的专业知识是其专业发展的重要根基,其丰富程度和运用情况对农村幼儿教育质量具有关键性影响。近年来,对教师专业知识的研究愈发受到青睐,成为教育领域的重要议题。通过文献收集和整理,可知当下对教师专业知识的研究大多指向中小学教师,同时多以量化的视角来衡量,而对幼儿园教师专业知识的研究---尤其在农村幼儿园教师专业知识的质化研究方面则显得较为单薄。由此,本研究采用质的研究取向中的个人个案研究法,选取一位农村幼儿园教师来开展质化研究。研究者走进真实的农村幼儿园,通过密切接触一位农村幼儿园教师,深入到其幼儿园保育和教育活动之中,通过一定阶段的追踪研究(以观察、访谈、和文本分析等方式),记录和分析发生在该教师身上的教育事件及其应对情况,以《幼儿园教师专业标准》“专业知识”部分对教师的基本要求为依据,对这些教育事件进行“解释性理解”,以较深入地探析个案教师专业知识的现实样态,分析其发展专业知识所面临的现实困境,在此基础上,为其提出具有针对性的策略和比较可行性的启示。本研究的基本框架由五部分构成:第一部分,问题提出。从研究缘起出发,指出专业知识逐渐成为教师专业发展领域的重要议题。与此同时,农村幼儿园教师的专业知识较为缺乏,其制约着自身的专业发展和农村学前教育质量的提升。接着,在多方面收集文献的基础上,对教师专业知识的内涵及其结构、幼儿园教师专业知识现状及获取途径、以及农村幼儿园教师专业发展困境和消解策略等方面的现有研究进行梳理和总结,以期并为本次研究提供一定的启示、借鉴。最后,问题提出部分还探讨了本次研究的研究意义。第二部分,研究设计。该部分首先明确提出本次研究的问题,并对本次研究中涉及的核心概念进行了操作性定义。进而,明确本研究所涉及的研究方法,对研究对象的选择和研究之过程进行了专门阐述,最后对资料的收集和整理分析进行了介绍。第三部分,G老师专业知识的现实样态及分析。通过观察、事件记录和访谈以文本分析等途径,研究者对G老师专业知识的现实样态给予了呈现和剖析。研究发现:从专业知识的结构来看,G老师掌握了比较丰富的幼儿发展知识,通识性知识欠缺。从教师专业知识的特点来看,G老师的专业知识具有明显的个体性特点;从教师专业知识的来源看,G老师自身专业知识主要来源于在职进修和网络浏览。第四部分,G老师专业知识发展面临的困境。本部分较为深入地对G老师在专业知识发展中所面临的困境进行了探讨,得知其面临的困境如下:教师工作环境相对封闭,其专业知识发展缺少良好的平台;教师参与培训机会较少,不能满足其专业知识发展的需求;园所教研氛围比较缺乏,影响教师间的交流、知识分享;G老师自身专业发展的内驱力不足,其专业知识更新较慢。第五部分,促进策略。文章基于G老师专业知识的“实然”样态,并结合其遇到的瓶颈和困难,提出合理化和较具有可行性的促进策略,以期助力于农村幼儿园教师专业知识的发展和自身素养的提升。
[Abstract]:Rural Kindergarten Teachers' professional knowledge is the important foundation of their professional development, the abundance and use is the key influence on the quality of preschool education in rural areas. In recent years, the research on Teachers' professional knowledge is increasingly favored, has become an important issue in the field of education. Through the literature collection and Research on Teachers' professional knowledge of the present most points to the primary and middle school teachers, and to quantify the perspective to measure and Research on Kindergarten Teachers' professional knowledge, especially in the aspect of qualitative research of Rural Kindergarten Teachers' professional knowledge is relatively weak. Therefore, this study adopts the qualitative research approach in individual case study, select a kindergarten teachers in rural areas to carry out the qualitative research. The researcher into the real rural kindergarten, through close contact with a rural kindergarten teachers, kindergarten teaching and depth of their conservation Education activities, through a certain stage of the follow-up study (with observation, interview and text analysis, etc.), recording and analysis in the teacher education event and its response to the situation, the kindergarten teachers' professional standards < > "professional knowledge" part of the teachers' basic requirements as the basis for understanding "" for these educational events, to deeply analysis of the realistic case of teachers' professional knowledge, analyzes the realistic dilemma faced by the development of professional knowledge, on this basis, the proposed targeted and feasible strategy of enlightenment. The basic framework of this study consists of five parts: the first part of the problem. Put forward. Starting from the origin of the study, pointed out that the professional knowledge has gradually become an important issue in the field of teacher's professional development. At the same time, the lack of Rural Kindergarten Teachers' professional knowledge, which restricts their professional And the development of rural preschool education quality. Then, based on the literature collected in many ways, the connotation of teachers' professional knowledge and structure of kindergarten teachers' professional knowledge, access to the situation and the way, and the rural kindergarten teachers' professional development dilemma and resolution strategy. The existing research review and summary, in order to provide a inspiration for this research reference. Finally, this part also discusses the research significance of this research. The second part, the research design. This part first puts forward the research problem, and the core concepts involved in the research of the operational definition. Then, clearly involved in this study study on the method for the selection of research object and research process are specially described, finally the collection and analysis of data collection are introduced. The third part, teacher professional knowledge is G Solid state and analysis. Through observation, interviews with event recording and text analysis approach, researchers gave a presentation and analysis of the realistic condition of G teacher professional knowledge. The study shows that the structure of professional knowledge, G teachers to master the rich knowledge of children's development, a general lack of knowledge from. The characteristics of teachers' professional knowledge, professional knowledge of G teachers have individual obvious characteristics; from the source of teachers' professional knowledge, G teacher professional knowledge mainly from in-service training and web browsing. The fourth part, the development of teacher professional knowledge G difficulties. This part deeply on G teacher faces in professional knowledge in the development of difficulties were discussed, the difficulties are as follows: Teachers' work environment is relatively closed, the lack of good professional knowledge development platform; teachers' participation in training less, not full All the needs of the development of professional knowledge; the lack of research park atmosphere, teacher exchanges, sharing of knowledge; G teacher professional development drive, the professional knowledge update slowly. In the fifth part, the strategies to promote teacher professional knowledge. The G "reality" based on the state, combined with the bottleneck and the difficulties encountered, put forward reasonable and more feasible promotion strategies, in order to help in the development of Rural Kindergarten Teachers' professional knowledge and enhance their own literacy.

【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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