江苏省高学历与低学历幼儿教师入职适应现状的比较研究

发布时间：2018-05-06 20:14

本文选题：高学历与低学历幼儿教师 + 新手教师　；参考：《南京师范大学》2017年硕士论文

【摘要】：目前,江苏省高学历与低学历幼儿教师并存,并将在较长一段时间内持续下去。本研究通过量化研究的方法,辅之以访谈,以幼儿教师自身感受为落脚点,探讨江苏省高学历与低学历幼儿教师入职适应的不同现状。研究发现,江苏省高学历和低学历幼儿教师的入职适应现状存在显著差异,且低学历幼儿教师入职适应总体情况优于高学历。两者的入职适应有异同之处。专业发展方面:高学历幼儿教师的环境的创设与利用效率总体弱于低学历;与低学历幼儿教师相比,高学历的理念在一日生活的组织与保育的实践中受到的冲突更多;高学历幼儿教师教学设计能力总体不如低学历,但在教学活动的实施上双方均存在困难;高学历幼儿教师比低学历更乐于从事教研活动。人际交往方面表现为:高学历与低学历幼儿教师与幼儿相处情况较好,但与同事(包括师傅)、与领导、与家长相处情况均不乐观。岗位环境适应方面:高学历和低学历幼儿教师均能接受所在园所的工作强度;与低学历教师相比,高学历似乎需要更多的话语权;高学历与低学历幼儿教师对岗位培训均有不满。心理调适方面:低学历幼儿教师的职业认同感总体不如高学历,但认为自身价值能够在岗位上实现;高学历幼儿教师比低学历教师总体更缺乏职业成就感,并且职业压力更大;低学历幼儿教师的从学生到教师的角色转换能力总体比高学历好。其次,根据数据分析结果发现影响高学历和低学历幼儿教师的因素是相似的:入职时间、园所级别、专业背景、园所性质、婚姻事件以及薪资待遇。虽然这些因素对高学历和低学历幼儿教师均产生了影响,但影响程度和影响层面却是不完全相同的。最后,基于本研究的发现,笔者尝试从教师个人、高校和幼儿园三方面,提出促进江苏省高学历与低学历幼儿教师入职适应的相关建议和对策。这并不代表笔者将高学历与低学历幼儿教师的适应问题混为一谈,“囫囵吞枣”,而是在尊重两个群体共性的基础上,又提出促进两者入职适应的针对性建议。高学历与低学历的幼儿教师个人要有清晰的自我判断和职业定位;要正确对待外界不同的压力;高学历教师要增强自己的实践能力;做好角色转换;低学历教师要多加反思与创新。高校对高学历学生应当在课程设置中更关注实践;学校对低学历学生要加强理论培养。幼儿园要组织生动有趣的入职培训;发掘不同学历教师个人特长;创设共同学习、宽容民主的文化氛围;适当减轻不同学历教师工作负担;给予幼儿教师关乎“心灵”的教育;提高幼儿教师的工资待遇,尤其是低学历幼儿教师。
[Abstract]:At present, Jiangsu Province high education and low-educated preschool teachers co-exist, and will continue for a longer period of time. Through the quantitative research method, supplemented by interviews, and based on the infant teachers' own feelings, this study explores the different status quo of the entry adaptation of high and low education preschool teachers in Jiangsu Province. The results show that there are significant differences between high and low academic background preschool teachers in Jiangsu Province, and the overall situation of low education preschool teachers is better than that of high academic qualifications. There are similarities and differences between the two. In the aspect of professional development, the creation and utilization efficiency of the environment of high-educated preschool teachers is generally weaker than that of low-educated preschool teachers, and the concept of higher education is more conflicted in the practice of organization and care of daily life than that of low-educated preschool teachers. The ability of teaching design of high-educated preschool teachers is not as good as that of low-degree teachers, but there are difficulties in the implementation of teaching activities, and teachers with high academic qualifications are more willing to engage in teaching and research activities than teachers with low academic qualifications. In terms of interpersonal communication, teachers with high and low qualifications get along well with children, but they are not optimistic with colleagues (including teachers, leaders, parents). In terms of adaptation to the job environment: both high and low education preschool teachers can accept the intensity of work in the garden, compared with teachers with low academic qualifications, higher education seems to need more right to speak; High education and low education preschool teachers are not satisfied with job training. In terms of psychological adjustment, the professional identity of teachers with low academic qualifications is lower than that of teachers with high academic qualifications, but their own value can be realized in their posts, and teachers with higher academic qualifications lack a sense of professional achievement and have greater occupational pressure than teachers with low academic qualifications. The ability of low-educated preschool teachers to change their roles from student to teacher is better than that of higher education. Secondly, according to the results of data analysis, we find that the factors that affect the teachers with high and low academic qualifications are similar: entry time, school level, professional background, garden nature, marriage event and salary treatment. Although these factors have influenced both high and low education preschool teachers, the influence degree and influence level are not exactly the same. Finally, based on the findings of this study, the author tries to put forward suggestions and countermeasures to promote the entry adaptation of high and low education preschool teachers in Jiangsu Province from three aspects: individual teachers, universities and kindergartens. This does not mean that the author confuses the adaptation problem of high academic background and low education preschool teacher, but on the basis of respecting the commonness of the two groups, puts forward some specific suggestions to promote the adaptation of the two groups. Teachers with high and low academic qualifications should have a clear self-judgment and career orientation, treat different external pressures correctly, strengthen their practical ability, do a good job of role transformation; Teachers with low academic qualifications should reflect and innovate more. Colleges and universities should pay more attention to practice in curriculum design and strengthen theoretical training for students with low academic qualifications. Kindergarten should organize lively and interesting induction training; explore the individual strengths of teachers with different qualifications; create a cultural atmosphere of common learning and tolerance and democracy; appropriately lighten the work burden of teachers with different qualifications; Raise the salary of preschool teachers, especially the teachers with low academic qualifications.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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