职前幼儿教师实践性知识的调查研究

发布时间：2018-06-04 13:49

本文选题：职前幼儿教师 + 实践性知识　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：随着《国家中长期教育改革和发展规划纲要(2010-2020年)》以及《教育部关于实施卓越教师培养计划的意见》等重要文件的颁布,国家对于幼儿教师队伍的培养质量越来越重视。高校在幼儿教师的培养过程中承担着重要职责,促进幼儿教师实践性知识的快速发展,是提高幼儿教师培养质量,实现幼儿教师专业成长的重要知识基础。本研究采用问卷法和访谈法,自编《职前幼儿教师实践性知识调查问卷》,对1916名学前教育师范生进行调查,得到以下研究结果:1.职前幼儿教师的实践性知识包括关于自我认知的实践性知识、关于幼儿一日生活组织的实践性知识、关于幼儿发展的实践性知识、关于幼儿研究的实践性知识和关于环境互动的实践性知识五个方面。2.职前幼儿教师实践性知识的总体发展状况良好,其中关于幼儿一日生活组织的实践性知识和关于幼儿研究的实践性知识得分较高,关于自我认知的实践性知识得分较低,关于环境互动的实践性知识和关于幼儿发展的实践性知识得分最低。3.职前幼儿教师的实践性知识在年级、性别、生源地、一志愿等人口学变量方面均存在显著性差异;4.职前幼儿教师实践性知识的特征表现为:大一学生的实践性知识主要表现为经验性;大二、大三学生的实践性知识主要表现为理论性;大四学生的实践性知识主要表现为理论与实践的相结合;5.影响职前幼儿教师实践性知识发展的因素主要包括学校和个体两大方面,学校因素包括教育实习、教育见习和专业课程学习;个体因素包括自我个性特征、早期生活与学习经验和学习动机。
[Abstract]:With the promulgation of the National medium and long term Education Reform and Development Plan (2010-2020) and the opinions of the Ministry of Education on the implementation of the excellent teacher training Plan, more and more attention has been paid to the training quality of the preschool teachers. Colleges and universities undertake important responsibilities in the training process of preschool teachers. To promote the rapid development of practical knowledge of preschool teachers is an important knowledge base to improve the quality of preschool teachers' training and to realize the professional growth of preschool teachers. In this study, 1916 preschool teachers were investigated by questionnaire and interview, and the results were as follows: 1. The practical knowledge of preschool teachers includes the practical knowledge about self-cognition, the practical knowledge about the organization of young children's daily life, the practical knowledge about early childhood development. Practical knowledge about early childhood research and practical knowledge about environmental interaction. The general development of pre-service preschool teachers' practical knowledge is good. Among them, the practical knowledge about toddler's daily living organization and the practical knowledge about early childhood research have higher scores, and the practical knowledge about self-cognition is lower. Practical knowledge about environmental interaction and practical knowledge about early childhood development scored the lowest. 3. There are significant differences in pre-service preschool teachers' practical knowledge in demographic variables such as grade, sex, student origin, and voluntary population. 4. The characteristics of pre-service preschool teachers' practical knowledge are as follows: first year students' practical knowledge is mainly experiential, sophomore and junior students' practical knowledge is mainly theoretical. The practical knowledge of senior students is mainly manifested in the combination of theory and practice. The factors that affect the development of pre-service preschool teachers' practical knowledge mainly include school and individual, school factors include educational practice, educational probation and professional curriculum study, individual factors include self-personality characteristics. Early life and learning experience and learning motivation.
【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】：G61-4;G652

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