中国幼儿园教师赋权的现状、问题及发展对策研究

发布时间：2018-02-03 03:42

本文关键词： 教师赋权专业自主权　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：20世纪80年代,教师赋权运动席卷全球,数百年来学校内部固有的科层制开始动摇,课程的技术工具取向模式逐渐被打破,在涉及教学领域的课程内容选择、课程材料准备、课程实施方案和计划乃至学校层面的经费使用、人员聘评、学校发展规划的确定和实施中,教师开始扮演着越来越重要的角色,逐渐成为教育改革的主导者、行动者和核心人物。在全球教育改革和教师赋权运动如火如茶开展的背景下,研究通过对全国1101名幼儿园教师赋权现状的了解和分析,发现当前中国幼儿园教师赋权展现出了以下的突出特征:1.我国幼儿园教师赋权状况整体高于国外基础教育阶段的教师,赋权总得分均分3.87分(满分5分),接近中上水平。中国幼儿园教师拥有了更多的自主权和参与学校决策的机会和途径,教师赋权运动取得了初步成效。2.幼儿园教师赋权状况发展并不均衡,外部赋权得分显著低于内部赋权得分,决策制定、自主权维度得分最低;专业成长、自我效能感得分最高。客观上教师缺少参与学校生活和学校决策的机会和通道,在与自己密切相关的问题上也缺乏足够的自主权和自由空间。3.幼儿园教师赋权状况地域差异显著。东部幼儿园教师在专业成长、自我效能感以及影响力维度得分高于中、西部幼儿园教师;但在决策制定、自主权维度得分却显著低于西部、中部幼儿园教师;东北部地区幼儿园教师赋权整体得分较高。在对幼儿园教师赋权的影响因素的研究中,我们发现幼儿园教师赋权呈现出较为明显的地域、城乡差异,乡村幼儿园教师得分普遍高于城市教师。此外,园所规模、园所性质也对幼儿园教师赋权有影响:园所规模越小,幼儿园教师赋权感越高;私立幼儿园教师权能感高于公立幼儿园。幼儿园教师赋权得分还与幼儿园教师个体差异有关,具体表现在:男性比女性拥有更高的地位和更多的决策权;年长者、职位高者自主权显著高于年轻者、职位低者教师拥有的自主权。教师赋权是教师作为转化型知识分子对拥有自主权和自我决断空间的迫切诉求。研究在对文献的大量地阅读和对幼儿园教师的观察、访谈后,认为当前中国教师赋权在发展进程中面临的困境主要源于:1.组织向内的变革方式影响了教师赋权的实际效果;2.教师对舒适地带的盘桓和缺少外部支持导致了教师在变革上的迟疑;3.对教师赋权重心的错误解读使得教师的专业权威难以充分发挥等几个原因。并提出了:1.转变权力观念;2.关注教师的核心专业素养;3.推进制度变革与提供外部支持;4.发挥教师社群与教师群体力量的建议,以此推进教师赋权在我国的进一步发展。
[Abstract]:In 1980s, the teacher empowerment movement swept the world, the inherent academic hierarchy within the school began to shake over the past hundreds of years, the curriculum technology tool orientation model was gradually broken. In the field of curriculum content selection, curriculum materials preparation, curriculum implementation programs and plans and even the use of funds at the school level, personnel evaluation, school development planning and implementation of the determination and implementation. Teachers begin to play a more and more important role, and gradually become the leaders, actors and core figures of educational reform. Through the study of 1101 kindergarten teachers empowerment status of understanding and analysis. It is found that the current Chinese kindergarten teachers' empowerment shows the following outstanding features: 1.The status of Chinese kindergarten teachers' empowerment is overall higher than that of foreign teachers in the basic education stage. The average score of empowerment is 3.87 (full score 5), which is close to the upper middle level. Chinese kindergarten teachers have more autonomy and opportunities and ways to participate in school decision-making. 2. The status of kindergarten teachers' empowerment is not balanced, the score of external empowerment is significantly lower than the score of internal empowerment, decision-making, autonomy dimension score is the lowest; Professional growth, the highest score of self-efficacy. Objectively, teachers lack of participation in school life and school decision-making opportunities and channels. There is also lack of sufficient autonomy and free space on the issues closely related to themselves. Thirdly, there are significant regional differences in the status of kindergarten teachers' empowerment. The scores of self-efficacy and influence dimension were higher than those of western kindergarten teachers; However, the score of autonomy dimension in decision-making is significantly lower than that in western and central kindergarten teachers. In the study of the influencing factors of the empowerment of kindergarten teachers, we found that the empowerment of kindergarten teachers showed a more obvious regional, urban and rural differences. The score of rural kindergarten teachers is generally higher than that of urban teachers. In addition, the scale of kindergarten institutions and the nature of gardens also have an impact on the empowerment of kindergarten teachers: the smaller the scale of kindergartens, the higher the sense of empowerment of kindergarten teachers; Private kindergarten teachers' sense of empowerment is higher than that of public kindergartens. The scores of kindergarten teachers' empowerment are also related to the individual differences of kindergarten teachers, which are manifested in: men have higher status and more decision-making power than women; Among the elderly, the autonomy of the senior employees was significantly higher than that of the younger ones. Teachers' empowerment is the urgent demand of teachers, as transformational intellectuals, to have autonomy and the space for self-determination. This paper studies the extensive reading of literature and the observation of kindergarten teachers. . After the interview, the author thinks that the dilemma that Chinese teachers' empowerment faces in the process of development mainly comes from the way of organizational change that influences the actual effect of teachers' empowerment. 2. Teachers' lack of external support for comfort zone leads to teachers' hesitation in change; 3.The misinterpretation of the focus of teachers' empowerment makes it difficult to give full play to teachers' professional authority. 2. Pay attention to the core professional accomplishment of teachers; 3. Promoting institutional change and providing external support; 4. Give full play to the teachers' community and teachers' group strength to promote the further development of teacher empowerment in China.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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