湖南省幼儿园转岗教师培训实效的研究

发布时间：2018-03-12 20:48

本文选题：幼儿园转岗教师　切入点：培训实效　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：为加强幼儿教师队伍的建设,教育部、财政部从2011年起在全国实施“幼儿教师国家级培训计划”。湖南省幼儿园转岗教师培训项目是“幼师国培计划”的一个子项目,针对幼儿园转岗教师进行岗位适应性培训,四年来已累计培训上万人。为了解该项目是否达成预期目标,在多大程度上促进了幼儿园转岗教师的专业发展,迫切需要对幼儿园转岗教师培训的实际效果进行深入的了解和研究。研究者选取湖南省4所幼儿园转岗教师培训项目承担院校,对其培训实施情况进行了实地调研,并根据2014年教育部教师工作司编制的《“幼儿教师国家级培训计划”效果评估——参训教师调查问卷(项目2:转岗教师培训项目问卷)》修改和信效度检验后形成正式问卷,对4所样本机构的幼儿园转岗教师发放问卷,并访谈了部分学员及所属幼儿园园长,以了解幼儿园转岗教师培训的实效及影响因素,据此提出改善湖南省幼儿园转岗教师培训实效的建议。研究结果显示:1、针对幼儿园转岗教师多处于转岗后的适应期专业发展程度偏低的特点,湖南省幼儿园转岗教师培训项目设了专业理念与师德、专业知识和专业能力三大模块的课程,以讲座为主、多种方式为辅展开培训,但因集中培训时间短,参与性和实践性受到一定局限。2、湖南省幼儿园转岗教师培训效果明显,学员认可度较高,具体表现在:幼儿园转岗教师培训过程基本保证了质量,学员满意度较高;学员专业理念更新,幼儿发展知识和游戏和教学组织能力收获最大;学员训后一日生活的组织与安排行为改善最明显;学员训后工作适应性增强,促进了幼儿园管理效率提高。3、学员个人因素、培训过程因素和幼儿园的培训成果转化氛围影响了湖南省幼儿园转岗教师培训实效。4、湖南省幼儿园转岗教师培训项目的学员遴选存在误区:对幼儿园转岗教师培训对象的规定较为笼统、模糊;自上而下分配培训名额时对各幼儿园师资情况考虑不周全;农村学校主管掌控了附属幼儿园教师参培的权利;培训对象资格审核不严格。研究者以此给出了进一步提高湖南省幼儿园转岗教师培训实效的建议:学员遴选程序更加科学化;培训课程方案设计遵循因地制宜、按需施训的原则;从课程设置、专家团队、培训形式、学习资料四个方面优化幼儿园转岗教师培训的过程;幼儿园要加强对转岗教师的训后支持,营造良好的培训成果转化氛围。
[Abstract]:In order to strengthen the construction of preschool teachers, the Ministry of Education and the Ministry of Finance have been implementing the "National training Plan for early Childhood Teachers" in the whole country since 2011. The "National training Program for Kindergarten transfer" in Hunan Province is a sub-project of the "National training Plan for Kindergarten Teachers". In order to understand the extent to which the program has achieved the expected goals, the professional development of teachers transferred to kindergartens has been promoted to a certain extent by conducting on-the-job adaptability training for kindergarten teachers, which has been trained by thousands of people in the past four years. There is an urgent need for in-depth understanding and research on the actual effects of the training of transferred kindergarten teachers. The researcher selected four institutions of training for transferred teachers from kindergartens in Hunan Province and conducted a field investigation on the implementation of the training. According to the effect evaluation of "National training Plan for early Childhood Teachers" compiled by the Department of teacher work of the Ministry of Education in 2014, a formal questionnaire was formed after the questionnaire for participating teachers (item 2: questionnaire for transferring teachers) > revision and reliability and validity test. In order to understand the actual effect and the influencing factors of the training of the transferred kindergarten teachers, the questionnaire was given to the transferred kindergarten teachers in 4 sample organizations, and some students and their kindergarten directors were interviewed. Based on this, the paper puts forward some suggestions to improve the training effectiveness of the transferred kindergarten teachers in Hunan Province. The research results show that, in view of the fact that most of the transferred kindergarten teachers are in the transition period, the degree of professional development is on the low side. Hunan Province Kindergarten transfer teacher training Project has three modules of professional concept and ethics, professional knowledge and professional ability. The courses are mainly lectures, supplemented by various ways, but due to the short time of centralized training, Participation and practicality are limited. 2. The training effect of transferred teachers in kindergartens in Hunan Province is obvious, and the acceptance of students is high. The concrete performance is that the training process of teachers in kindergartens basically guarantees the quality and the satisfaction degree of students is higher; The renewal of students' professional concept resulted in the greatest gains in the knowledge of early childhood development and the ability to organize games and teaching; the most obvious improvement in the behavior of organization and arrangement of students' life in 1st after training; the enhancement of students' adaptability to work after training. Promoted the kindergarten management efficiency to improve. 3, the student individual factor, The factors of training process and the transformation atmosphere of kindergarten training result affect the training effect of the transferred teachers in Hunan Province. 4. There are some misunderstandings in the selection of students in the training project of the transferred teachers in Hunan Province: training the transferred teachers in kindergartens. The provisions on the subject of the training are more general. Fuzzy; allocation of training places from the top to the bottom to consider the situation of kindergarten teachers; rural school managers control the rights of teachers in affiliated kindergartens; The training object qualification examination is not strict. In this way, the researcher gives some suggestions to further improve the training effect of the transferred teachers in Hunan kindergarten: the selection procedure of the trainees is more scientific, and the training curriculum design follows the appropriate measures according to the local conditions. The principles of training according to need; optimizing the training process of teachers in kindergarten from four aspects: curriculum setting, expert team, training form and learning materials; the kindergarten should strengthen the post-training support for transferred teachers. Create a good atmosphere for the transformation of training results.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G615

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