幼儿教师的学习品质识别能力研究

发布时间：2018-04-10 12:23

本文选题：幼儿教师 + 学习品质　；参考：《四川师范大学》2017年硕士论文

【摘要】：摘要:自教育部颁布《3-6岁儿童学习与发展指南》以来,学习品质的重要性及对儿童学习与发展的价值受到越来越多学者的认同。已有研究中,大部分关注如何支持与培养幼儿学习品质,来促进幼儿的学习和发展。笔者认为在幼儿教师对学习品质识别的基础上才能更好为幼儿提供支持,本研究意在探讨幼儿教师对学习品质的识别能力。研究中主要基于视频的访谈方法,把拍摄的幼儿活动视频剪辑成15分钟且包含尽量多的学习品质,与研究生同学,一线幼儿教师共同确定该视频中包含的学习品质。在成都市一级园、二级园、三级园以及无等级幼儿园中分别选取2-3个幼儿园,每个幼儿园选取5-6名幼儿教师进行基于视频的访谈。对63位教师的录音资料进行整理,归纳教师所描述的学习品质,在此基础上比较分析,发现幼儿教师具有一定的识别能力。不同园级、教龄、学历以及是否评职称对教师识别学习品质具有一定的影响。研究主要从教师识别学习品质的个数和内容进行分析。第一,幼儿教师对学习品质的识别个数总体上偏少,大多教师集中在识别2个、3个和4个学习品质上,其中识别到2个学习品质的教师最多。在其他维度(园级、教龄、职称、学历)上存在具体差异。一级园的教师人均识别个数高于二、三级园和无等级幼儿园;工作6-10年的教师人均识别个数高于其他教龄的老师;有职称的教师人均识别个数高于无职称的教师;学历越高的教师人均识别学习品质的个数越多,其中研究生学历的教师人均识别个数最多,中专学历的教师人均识别最少,大专学历和本科学历的教师居中且相互之间差异较小。第二,幼儿教师在学习品质内容上的识别存在不均衡的现象。识别最多的为创造力与想象力,认真与专注,尝试与探索,坚持性,主动性为主,而兴趣,反思,问题解决,快乐和习惯较少。各个维度的教师均在学习品质的内容上识别不均衡,同一学习品质在不同纬度上存在差异。幼儿教师在学习品质的识别上存在个数和内容上的差异。笔者认为以下三方面影响教师的识别能力:第一,教师在园级、教龄、职称和学历上存在的差异;第二,教师对学习品质的理解包括概念、重要性等;第三,教师对待幼儿的态度和教师自身的专业素养,教师是否愿意去发现和培养幼儿的学习品质,是否有能力去观察、识别和培养幼儿的学习品质。故从加强教师培训,增强教师对学习品质的理解,提高教师专业素养等方面提高教师对学习品质的的识别能力。
[Abstract]:Abstract: the importance of learning quality and its value to children's learning and development have been recognized by more and more scholars since the Ministry of Education issued a guide for the study and development of children aged 3-6 years.Most studies have focused on how to support and develop children's learning quality to promote their learning and development.The author thinks that it is only on the basis of the recognition of learning quality that the child teachers can provide better support for children. The purpose of this study is to explore the ability of early childhood teachers to recognize learning quality.In the study, the video interview method was used to clip the video into 15 minutes and contain as many learning qualities as possible. Together with the graduate students and the first-line preschool teachers, we determined the learning quality included in the video.Two or three kindergartens were selected in the first, second, third and non-grade kindergartens in Chengdu, and 5-6 preschool teachers in each kindergarten were interviewed based on video.The recording materials of 63 teachers were sorted out and the learning qualities described by teachers were summarized. On the basis of comparison and analysis, it was found that preschool teachers had certain recognition ability.Different garden level, teaching years, academic qualifications and whether the evaluation of professional titles have a certain impact on teachers' learning quality.The research mainly analyzes the number and content of teachers' identifying learning quality.First, the number of teachers' recognition of learning quality is generally small. Most teachers focus on identifying 2, 3 and 4 learning qualities, among which the most teachers identify 2 learning qualities.There are specific differences in other dimensions (garden level, teaching age, professional title, educational background).The number of recognition per teacher in the first grade garden is higher than that in the second, the third level garden and the non-grade kindergarten, the number of teachers who have been working for 6-10 years is higher than that of the teachers of other teaching years, the number of teachers with professional titles is higher than that of the teachers without professional title.The higher the educational background, the more the number of the teachers who identify the learning quality, among them, the number of the teachers who have the graduate degree is the most, and the teacher with the technical secondary school degree is the least.Teachers with college and undergraduate degrees are in the middle and there is little difference between them.Second, there is imbalance in the recognition of learning quality.The most recognized are creativity and imagination, conscientiousness and concentration, trial and exploration, persistence, initiative, while interest, reflection, problem solving, happiness and habits are less.Teachers in each dimension identify imbalance in the content of learning quality, and the same learning quality is different in different latitudes.There are differences in the number and content of preschool teachers' learning quality.The author believes that the following three aspects affect teachers' ability to identify: first, teachers' differences in garden level, teaching years, professional titles and academic qualifications; second, teachers' understanding of learning quality includes concept, importance and so on; third,Teachers' attitude towards children and teachers' own professional accomplishment, whether teachers are willing to discover and cultivate children's learning quality, whether they have the ability to observe, identify and cultivate children's learning quality.Therefore, we should strengthen teachers' training, enhance teachers' understanding of learning quality, improve teachers' professional quality and improve teachers' ability to recognize learning quality.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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