非幼教专业幼儿教师职后培训现状研究

发布时间：2018-06-08 23:04

  本文选题：非幼教专业幼儿教师 + 培训现状　； 参考：《长春师范大学》2016年硕士论文

【摘要】：随着我国学前教育事业的发展,幼儿教师的专业化发展也受到空前关注。当前我国幼教师资严重匮乏,跨专业招聘幼儿教师已经成为解决师资急缺的权宜之计。转岗教师以及公办园、民办园中都存在一定比重的非幼教专业幼儿教师。非幼教专业幼儿教师来自于不同的知识背景可以促进幼儿教育的多元化发展,但是他们缺乏系统的职前培养,缺乏幼儿教育专业的理论知识和基本技能,使得他们在工作中面临着方方面面的困境,职后培训可以有效弥补其非专业背景下的诸多问题,通过参加职后培训可以提高非幼教幼儿教师专业化程度,进而提升幼儿教师队伍的整体素质。但由于职后培训受各种因素的制约,培训效果不尽人意。本文以参加“国培计划”吉林省非幼教专业教师培训的幼儿教师为例,运用问卷调查法和访谈法对参加培训的教师进行现状调查,并在此调查的基础上发现问题,提出建议。通过本研究发现当前非幼教专业幼儿教师职后培训现状存在如下问题:培训脱离实际需求,不能够学以致用,教师参加职后培训的积极性未被调动;教师认为培训内容泛化,内容陈旧且脱离实际,童心教育缺失;教师认为培训方式单一,已确定的培训内容不能与培训方式进行较好地匹配,不具有灵活性;教师的培训需求未受关注并且培训的实效性低下。改善非幼教专业幼儿教师职后培训现状提出相应策略:增强培训实用性,激发教师参训动力;改进培训内容,加强教师童心教育;转变培训方式,强化互动参与;实行需求调研制度,确保按需施训;监测培训质量,跟踪参训后实践应用效果,从而促进非幼教专业幼儿教师的专业发展。本研究结果对有效开展幼儿教师培训有一定的借鉴意义,使非幼教专业教师更新教育理念,提升专业能力,促进学前教育事业的发展。
[Abstract]:With the development of preschool education in China, the professional development of preschool teachers has received unprecedented attention. At present, there is a serious shortage of preschool teachers in our country, and recruiting preschool teachers across disciplines has become an expedient way to solve the urgent shortage of teachers. There are a certain proportion of non-kindergarten teachers in transferred teachers, public-run gardens and private-run gardens. Non-kindergarten teachers from different knowledge backgrounds can promote the diversified development of early childhood education, but they lack systematic pre-service training, lack of theoretical knowledge and basic skills of early childhood education. It makes them face difficulties in all aspects of their work, post-service training can effectively make up for many problems in their non-professional background, through participation in post-vocational training can improve the degree of specialization of non-kindergarten teachers. And then improve the overall quality of kindergarten teachers. However, due to the constraints of various factors, the effect of post-service training is unsatisfactory. This paper takes the preschool teachers who participated in the training of non-kindergarten teachers in Jilin Province as an example to investigate the current situation of the trained teachers by means of questionnaire survey and interview method. Based on the investigation, the author finds out the problems and puts forward some suggestions. Through this study, we find that the current situation of post-service training of non-kindergarten teachers has the following problems: the training is divorced from the actual needs, can not be used for the purpose of learning, the enthusiasm of teachers to participate in post-service training has not been mobilized, and the teachers think that the training content is generalized. The content is out of date and out of practice, the child's heart education is missing, the teacher thinks that the training method is single, the determined training content can not match with the training way well, and does not have the flexibility; Teachers' training needs are not paid attention to and the effectiveness of training is low. To improve the current situation of post-service training of non-kindergarten teachers, the corresponding strategies are put forward: enhancing the practicability of training, stimulating teachers to participate in training, improving the content of training, strengthening teachers' childlike education, changing training methods and strengthening interactive participation; The system of demand investigation should be carried out to ensure the training according to demand, monitor the quality of training, track the practical application effect after participating in the training, so as to promote the professional development of non-kindergarten professional preschool teachers. The results of this study can be used for reference to effectively develop the training of preschool teachers, so that non-kindergarten teachers can renew their educational concepts, enhance their professional abilities and promote the development of preschool education.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G615
，

本文编号：1997591