基于《幼儿园教师专业标准》的农村幼儿教师专业发展研究

发布时间：2018-05-30 22:43

本文选题：农村幼儿教师 + 专业标准　；参考：《山东师范大学》2014年硕士论文

【摘要】：重点发展农村学前教育，通过多种形式扩大农村学前教育资源，改建、扩建、新建农村幼儿园，打造高素质的农村幼儿教师队伍是当今幼儿教育改革的基本要求。济南市制定了三年行动计划，并逐步加以落实，农村幼儿园数量、办园条件、幼儿入园率大幅提升。但是，在改善硬件条件的同时，教师较低的专业发展水平已成为制约当前和今后相当长时期农村学前教育质量的“瓶颈”。本研究在借鉴国内外学者对于教师专业发展研究的基础上，采用文献研究法、调查研究法（问卷法和访谈法）和经验总结法对济南市12所乡镇幼儿园教师的专业发展情况进行了调查研究，，研究分为以下几章：导论主要阐述了论文的选题缘由、相关研究综述、研究目的、主要内容、研究意义、研究思路和研究方法。第一章，农村幼儿教师专业发展概述。在借鉴前人研究的基础上，笔者厘清了农村幼儿教师专业发展的概念，从三个层面探讨了农村幼儿教师专业发展的价值，诠释了《幼儿园教师专业标准》（以下简称《专业标准》）的理念与特征，并在此基础上对农村幼儿教师的专业发展提出基本要求。第二章，农村幼儿教师专业发展的现状调查与分析—以济南市为例。本章节主要采用问卷调查与非结构式访谈相结合的调查方式，对选取的来自12所农村幼儿园的被试的专业条件、专业理念与师德、专业知识、专业能力以及专业支持现状进行了深入调查，并对其调查结果进行了分析。第三章，农村幼儿教师专业发展存在的问题及归因分析。在第二章现状调查与分析的基础上，发现农村幼儿教师在专业意识、专业理念、专业知识、专业能力和外在支持五个方面存在显著问题，并从政府、幼儿园和教师自身三方面归结出原因。第四章，农村幼儿教师走出专业困境的策略思考。本章节力求提出促进农村幼儿教师专业发展的策略，主要策略如下：唤起教师的专业发展意识、更新教师的教育理念、提高教师的专业知识和能力水平以及提供充分的发展支持。
[Abstract]:It is the basic requirement of today's preschool education reform to develop rural preschool education, expand rural preschool education resources, rebuild, expand, build new rural kindergartens and build high-quality rural preschool teachers. Jinan formulated a three-year action plan, and gradually implemented, the number of rural kindergartens, school conditions, children into the school rate increased significantly. However, while improving the hardware conditions, teachers' low level of professional development has become a "bottleneck" that restricts the quality of pre-school education in rural areas for a long time to come. Based on the domestic and foreign scholars' research on teachers' professional development, this study adopts the literature research method. The investigation and research method (questionnaire and interview) and the experience summary method have carried on the investigation and research to the professional development of the teachers of 12 villages and towns kindergartens in Jinan, the research is divided into the following chapters: The introduction mainly expounds the reason, the related research summary, the research purpose, the main content, the research significance, the research thought and the research method. The first chapter is an overview of the professional development of rural preschool teachers. On the basis of previous studies, the author clarifies the concept of rural preschool teachers' professional development, and probes into the value of rural preschool teachers' professional development from three aspects. This paper interprets the concept and characteristics of the Professional Standards for Kindergarten Teachers (hereinafter referred to as "Professional Standards"), and puts forward the basic requirements for the professional development of rural preschool teachers on this basis. Chapter two, the investigation and analysis of the professional development of rural preschool teachers-taking Jinan as an example. This chapter mainly adopts the questionnaire survey and the unstructured interview to select the specialized condition, the professional idea, the teacher's ethics, the specialized knowledge from 12 rural kindergartens. Professional competence and professional support are investigated and the results are analyzed. The third chapter, rural preschool teachers professional development problems and attribution analysis. Based on the investigation and analysis of the second chapter, it is found that there are significant problems in five aspects: professional consciousness, professional idea, professional knowledge, professional ability and external support. Kindergarten and teachers themselves come down to three reasons. The fourth chapter, rural preschool teachers out of the professional dilemma of strategic thinking. This chapter tries to put forward the strategies to promote the professional development of rural preschool teachers, the main strategies are as follows: arouse teachers' awareness of professional development, update teachers' educational ideas, Improve teachers' professional knowledge and competence and provide adequate development support.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615

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