幼儿园骨干教师培训中的教师反思研究

发布时间：2018-03-22 21:04

本文选题：幼儿园骨干教师　切入点：反思　出处：《华东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：反思被广泛地看作是教师职业发展的决定性因素,将教师培养成反思型教师是教师专业化发展的核心和关键。当今教师培训迫切需要为特定背景教师群体提供的行之有效的培训模式及策略。本研究正是关注特定教师群体——幼儿园骨干教师,旨在为其构想行之有效的培训模式及策略。并且采用质与量相结合的研究方法,从反思入手,衡量培训之效。本研究以上海市幼儿园骨干教师ZX名师基地为研究对象,在已有理论、研究的基础上,建立教师反思编码系统,从反思态度、反思内容、反思价值取向和反思水平等四个方面考察骨干教师们的反思特点、反思水平,及其变化情况。并且研究者历时两年参与到该骨干教师培训中,对幼儿园骨干教师培训的内容、模式,以及教师们的反思情况进行了细致的观察,并与基地的20位骨干教师进行多次、深入的访谈。研究结果表明,在反思方面,幼儿园骨干教师对反思目的有较为统一的认识,即促进其专业发展,但教师们对反思的性质有着各自不同的看法；骨干教师普遍具有开放的反思态度,反思的主要内容为信念系统,反思的价值取向最多为学术取向、其次为发展取向；骨干教师的反思水平与“责任感”、“背景因素”、“社会重构”取向存在显著相关；研究前后期,骨干教师们的平均反思水平从前期的“描述性水平”显著提高到“对话水平”。在培训模式方面,ZX名师基地的公共理论模块中,通识教育讲座滋养骨干教师“心灵”,引发骨干教师“大”的思考;学科专题模块中,专家讲座面对学科权威时,教师们态度不一。如何让读书活动的“共鸣”变为“共解”,需要培训活动组织者进一步思考；实践反思模块中,骨干教师们受益于与一线教学贴近的实践活动、游学活动,受益于与专家的互动环节,但教师们的关于此的反思呈现层次性差异。最后,本研究根据已有发现,建构出“幼儿园骨干教师主题反思培训模式”,并对如何增强教师专业知识储备、如何建立骨干教师反思“生态圈”、如何增强主题式培训模式的的科学性与本土性、如何促进教师自主发展机制的形成、如何发挥骨干教师辐射力量、如何陪伴骨干教师越过“高原期”等方面提出建议。
[Abstract]:Reflection is widely regarded as a decisive factor in the professional development of teachers. Cultivating teachers into reflective teachers is the core and key of teachers' professional development. Nowadays, teacher training urgently needs to provide effective training models and strategies for teachers with specific backgrounds. Teachers group-key kindergarten teachers, The purpose of this paper is to conceive effective training models and strategies, and adopt the research method of combining quality and quantity to evaluate the effect of training from the perspective of reflection. This research takes Shanghai kindergarten backbone teacher ZX famous teacher base as the research object, on the basis of the existing theory and research, establishes the teacher reflection coding system, from the reflection attitude, the reflection content, The reflection value orientation and reflection level are four aspects to examine the reflection characteristics, reflection level, and its changes of the backbone teachers. Moreover, the researcher took two years to participate in the training of the backbone teachers and the contents of the training for the kindergarten backbone teachers. Model, as well as the reflection of the teachers to make a careful observation, and with the base of 20 backbone teachers for many times, in-depth interviews. The results show that, in the aspect of reflection, the backbone teachers of kindergartens have a more unified understanding of the purpose of reflection, that is, to promote their professional development, but teachers have different views on the nature of reflection; Backbone teachers generally have an open attitude towards reflection, the main content of reflection is belief system, and the value orientation of reflection is academic orientation, followed by development orientation; The reflection level of backbone teachers is significantly related to the orientation of "sense of responsibility", "background factors" and "social reconstruction", and the average level of reflection of backbone teachers has increased from "descriptive level" to "dialogue level". In the training mode, in the public theoretical module of ZX famous teacher base, the general education lecture nourishes the backbone teacher's "soul" and causes the backbone teacher's "big" thinking; in the subject thematic module, when the expert lecture faces the discipline authority, Teachers have different attitudes. How to make the "resonance" of reading activities into "common understanding" requires further thinking by the organizers of training activities; in the practical reflection module, the backbone teachers benefit from the practical activities close to the front-line teaching, and the study tours. Thanks to the interaction with experts, teachers' reflections on this issue differ in different levels. Finally, according to the existing findings, this study constructs a "reflection training mode for key kindergarten teachers", and discusses how to strengthen teachers' professional knowledge reserve. How to establish the backbone teachers to reflect on the "ecological circle", how to enhance the scientific and local nature of the thematic training mode, how to promote the formation of the teachers' independent development mechanism, how to give full play to the radiation power of the backbone teachers, How to accompany the backbone teachers over the "plateau period" and other aspects put forward suggestions.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615

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