中美幼儿教师专业标准比较研究及启示

发布时间：2018-06-29 14:32

本文选题：中美 + 幼儿教师　；参考：《长春师范大学》2017年硕士论文

【摘要】：幼儿教育作为基础教育的重要组成部分,承载着3-6岁幼儿学习、发展、健康成长的重要任务。幼儿许多重要能力、个性品质在这个时期形成基本特点,并影响终身。然而,这一重要任务的完成离不开高水平、高质量的幼儿教师队伍。《幼儿园教师专业标准(试行)》(以下简称《专业标准》)是引领幼儿园教师专业发展的基本准则,是影响幼儿教师行为的主要因素。教师能力与教师教育质量密切相关,所以近年来各地相关部门非常重视《专业标准》为幼儿学习发展带来的积极促进作用。由于美国2010年最新修订的《美国幼儿教师专业准备标准》(以下简称《专业准备标准》)与我国教育部2012年颁布的《专业标准》在时间节点上属于同一时期,具有相似性和可参考性。所以本研究主要通过对中美两份标准的文本做出比较,借助文献分析法和比较研究法来明确研究内容。本文主要有四部分内容,第一部分是文献综述及概念界定,主要通过相关中美幼儿教师专业标准的文献资料进行总结,总结大多数学者共同研究的内容及涉猎较少部分的内容,从而理顺作者要继续深层研究的部分。第二部分内容是总结中美幼儿教师专业标准的特点,本章节主要是基于专家学者们对幼儿教师专业标准的观点,从六个方面对中美幼儿教师专业标准做一个具体的特点概述。第三部分主要是中美幼儿教师专业标准比较分析,从标准的出台背景、功能、结构和详细内容四个方面深入透彻地解读,总结中美幼儿教师专业标准在出台以及实施过程中存在的相似处和差异之处。第四部分是总结出中美幼儿教师专业标准比较对我国学前教育的启示。
[Abstract]:As an important part of basic education, early childhood education carries the important task of learning, development and healthy growth of children aged 3-6. Young children many important ability, the personality quality forms the basic characteristic in this period, and affects the lifetime. However, the completion of this important task can not be achieved without a high level, high-quality kindergarten teachers team. "Professional Standards for Kindergarten Teachers" (hereinafter referred to as "Professional Standards") is the basic criterion to lead the professional development of kindergarten teachers. It is the main factor that affects the behavior of preschool teachers. The ability of teachers is closely related to the quality of teacher education, so in recent years, the relevant departments in various places attach great importance to the positive role that professional standards bring to the development of children's learning. Due to the newly revised American Standards for Professional preparation of Preschool Teachers in 2010 (hereinafter referred to as "the Standards of Professional preparation") and the "Professional Standards" issued by the Ministry of Education in 2012, they belong to the same period at the time node. It is similar and referential. Therefore, this study mainly through the comparison of the two standard texts, with the help of literature analysis and comparative research to clarify the content of the study. There are four parts in this paper. The first part is literature review and concept definition. It summarizes the contents of most scholars' common research and the content of a few parts through the literature data of the related professional standards of preschool teachers in China and the United States. In order to straighten out the author to continue the part of deep research. The second part is to summarize the characteristics of Chinese and American preschool teachers' professional standards. This chapter is mainly based on the views of experts and scholars on preschool teachers' professional standards, from six aspects to do a specific overview of the characteristics of Chinese and American preschool teachers' professional standards. The third part is mainly a comparative analysis of the professional standards of preschool teachers between China and the United States, which is deeply and thoroughly interpreted from four aspects: the background, function, structure and detailed content of the standards. This paper summarizes the similarities and differences in the introduction and implementation of the professional standards for preschool teachers in China and the United States. The fourth part is to sum up the comparison of Chinese and American preschool teachers' professional standards.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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