农村幼儿教师培训迁移的影响因素研究

发布时间：2018-06-21 22:40

本文选题：农村 + 幼儿教师　；参考：《四川师范大学》2017年硕士论文

【摘要】：教育部正式起动了“国培计划”,幼儿教师专业素质提升迫在眉睫,教师培训又是幼儿教师专业素质提升的必要手段,但是培训后所面临的问题依然不可忽视。培训迁移不仅为培训的长期内化效果起到强调和着重的作用,而且能使培训内容对后期工作起到持续的促进作用。因此,探究农村幼儿教师培训效果的影响因素,提高幼儿教师专业素质,这是一个有现实意义的研究课题。为了了解农村幼儿教师培训后迁移行为的影响因素以及幼儿教师培训后的迁移行为对儿童发展产生的影响,本研究以四川、湖北两省的25所乡镇幼儿园的教师为研究对象,分别于2014年和2016年对农村幼儿教师现有知识水平现状进行调查,并对其中参加培训的幼儿教师培训迁移影响因素进行了分析。此外,2015年和2016年先后两次了解了参加培训教师所在幼儿园符合年龄的328名儿童的语言发展水平。本研究的主要结论:第一,个体特征因素中的“受训者对培训内容的评价”和“迁移动机”两个纬度对“培训后的迁移行为”都有正向的影响作用。第二,外部因素中的培训后期服务、迁移气氛、培训设计“培训后的迁移行为”都有正向的影响作用。尤其是“工作支持”、“管理支持”、“培训时间”以及“培训后期服务”对培训后的迁移行为影响作用较大。第三,个体特征因素的“迁移动机”、“培训内容的评价”以及外部因素的“工作支持”、“培训后期服务”对“培训后的迁移行为”都有显著的影响作用,而且个体特征因素比外部因素的影响作用更大。第四,幼儿教师培训后的迁移行为是影响儿童发展的关键因素。
[Abstract]:The Ministry of Education officially started the "National Education Plan", and the professional quality of preschool teachers is urgent, and teacher training is the necessary means to improve the professional quality of preschool teachers. However, the problems faced after the training can not be ignored. Training transfer not only emphasizes and emphasizes the long-term internalization effect of training, but also makes the training content continuously promote the later work. Therefore, it is a meaningful research topic to probe into the influencing factors of the training effect of rural preschool teachers and to improve the professional quality of preschool teachers. In order to understand the influencing factors of rural early childhood teachers' migration behavior after training and the effect of early childhood teachers' migration behavior on the development of children, this study took 25 village kindergarten teachers in Sichuan and Hubei provinces as the research objects. The present knowledge level of rural preschool teachers was investigated in 2014 and 2016, and the influencing factors of training transfer among them were analyzed. In addition, two times in 2015 and 2016, we learned about the language development level of 328 children of the same age in kindergarten. The main conclusions of this study are as follows: firstly, "trainees' evaluation of training content" and "transfer motivation" in individual characteristics have positive effects on "post-training migration behavior". Second, the external factors such as post-training service, transfer atmosphere and training design "transfer behavior after training" all have a positive effect. Especially "job support", "management support", "training time" and "post-training service" have great influence on the migration behavior after training. Thirdly, "transfer motivation" of individual characteristic factors, "evaluation of training content", "job support" of external factors, "post-training service" have significant effects on "post-training migration behavior". And the individual characteristic factor has more influence than the external factor. Fourth, the transfer behavior of early childhood teachers after training is a key factor affecting the development of children.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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