幼儿园教师“梯次教研”现状及对教研需求的研究

发布时间：2018-04-19 23:22

本文选题：梯次教研 + 幼儿园教研　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：随着学前教师队伍的不断壮大,她们的能力水平参差不齐,教研作为促进她们职后学习的主要方法,应重视她们间能力水平的差异。本研究对幼儿园是否依据教师差异开展分梯次的教研及老师对教研的差异需求进行调查分析。本研究采用问卷和访谈的方法,通过自编《幼儿园教师“梯次教研”现状问卷》与自编《幼儿园教师对教研差异需求问卷》,经过信效度检验合格后,对沈阳市幼儿园363名教师发放问卷,用spss20.0分析收集回的问卷,并访谈了20名幼儿园教师,挖掘现状背后的原因。结果表明:一、幼儿园教研整体呈一定的梯次状态经过调查分析,“梯次教研”四个维度分别是:关注自身型教研、关注教学型教研、关注幼儿型教研、关注研究型教研,梯次教研整体在教师的教龄上存在极其显著差异,在学历上存在显著差异。二、“梯次教研”各维度在教龄、学历及园所类型上的差异“关注自身型教研”在教龄上有极其显著差异,在学历上有显著差异,在园所类型上没有显著差异;“关注教学型教研”在教龄上有极其显著性差异,在学历和园所类型上没有差异;“关注幼儿型教研”在教龄上有极其显著差异,在学历和园所类型上没有显著差异;“关注研究型教研”在园所类型上有极其显著性差异,在学历、教龄上没有显著差异。三、幼儿园教师对教研的需求存在差异在教研目标需求上,不同教龄的教师存在极其显著的差异,不同学历的教师存在显著差异。教研形式上,不同教龄的教师存在差异。教研内容上,不同教龄的教师存在差异。教研管理上,教师需要更加民主体现其主体性的教研管理制度。针对以上研究结果,提出了认同教师差异,为不同教师设置不同的教研目标,采用有针对性的教研激励制度,并为不同的教师提供促进其专业发展的教研机会等建议,为实现幼儿园教师的差异化发展提供参考。
[Abstract]:With the continuous expansion of pre school teachers, their ability level is uneven. As the main method to promote their post job learning, teaching and research should pay attention to the difference between their ability level. By means of questionnaire and interview, the questionnaire of 363 teachers in kindergartens in Shenyang, questionnaires were collected by spss20.0 analysis and 20 kindergarten teachers were interviewed, and 20 kindergarten teachers were interviewed. The reasons behind it are as follows: first, the teaching and research of the kindergarten is in a certain echelon state through investigation and analysis. The four dimensions of the "Echelon teaching and research" are: focus on self teaching and research, pay attention to teaching research, pay attention to preschool teaching and research, pay attention to research type teaching and research, and have extremely significant differences in Teachers' teaching age. There are significant differences. Two, the differences in teaching age, educational background and type of garden have remarkable differences in teaching age. There are significant differences in educational background and there is no significant difference in the type of education. There is no difference in the type of garden. "Attention to preschool teaching and research" has extremely significant differences in teaching age. There is no significant difference in educational background and type of garden. "Research type teaching and research" has extremely significant differences in the type of garden. There is no significant difference between educational background and teaching age. Three, there are differences in teaching and research needs of kindergarten teachers. There are significant differences between teachers of different teaching age, and there are significant differences between teachers with different educational backgrounds. In the form of teaching and research, there are differences between teachers of different teaching age. On the basis of the research results, we put forward the differences between teachers and teachers, set up different teaching and research goals for different teachers, adopt targeted teaching and research incentive system, and provide suggestions for different teachers to promote their professional development, and provide reference for the realization of kindergarten teachers' differential development.

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

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