深圳市南山区幼儿园教师专业发展现状及促进策略研究

发布时间：2018-07-10 00:55

本文选题：幼儿园教师 + 专业发展　；参考：《深圳大学》2017年硕士论文

【摘要】：随着我国学前教育事业的迅速发展,从国家到地方越来越重视幼儿园教师的专业化发展。深圳市在学前教育普惠制发展背景下对幼儿园教师的专业发展提出了更高的要求。南山区作为广东省第一个教育强区,近年来学前教育取得了长足的发展。幼儿园教师的专业发展是指在幼儿园以及相关教育政策与制度等客观因素的保障下,幼儿园教师主体自觉主动地完善自身专业理念与师德、提升自身专业知识、加强自身专业能力,不断更新和完善内在专业结构的过程,也是逐渐达到幼儿园教师专业发展标准的过程。本研究在借鉴以往幼儿园教师专业发展研究理论基础之上,以《幼儿园教师专业发展标准(试行)》中对幼儿园教师各维度要求为标准,主要运用文献研究法,问卷法以及访谈法等研究方法,以南山区幼儿园教师为研究对象,以期揭示南山区幼儿园教师专业发展现状。通过比较不同阶段幼儿园教师专业发展水平之间的差异,探求影响南山区幼儿园教师专业发展的影响因素,进而有针对性地提出合理对策,以求丰富相关研究内容,更好地促进南山区幼儿园教师的专业发展。研究结果发现,南山区幼儿教师队伍呈现出以下特点:教师队伍年轻化,专业发展水平有待提升;继续教育积极主动,学历水平显著提升;教师资格证持有率有待提升;工资水平普遍偏低,教师待遇亟待提高;整体发展水平较高,配班教师专业水平有待提升。专业发展各领域情况如下,专业理念与师德领域:对幼儿园教师职业的理解与认识不足;普惠园教师专业理念与师德发展水平高于非普惠园教师。专业知识领域:专任教师幼儿发展知识相对缺乏。专业能力领域:幼儿园教师评价能力相对较低。针对研究结果提出如下对策。政府层面应做到稳步提升工资待遇,为幼儿园教师专业发展提供基本保障;完善专业培训机制,为幼儿园教师专业发展提供成长路径;充分发挥教师发展中心作用,为教师专业发展提供顶层支持;完善继续教育政策,借助继续教育提升教师专业水平。幼儿园层面应做到根据教师需求确定园本培训内容;针对不同类型教师开展分层次园本培训;创新园本培训方式,满足不同教师需求。幼儿教师自身应当加深对职业的理解与认识,增强专业发展自信心,同时注重提升自身激励与评价幼儿的能力,综合使用评价方法。
[Abstract]:With the rapid development of preschool education in China, more and more attention has been paid to the professional development of kindergarten teachers. Shenzhen has put forward higher requirements for kindergarten teachers' professional development under the background of preschool education GSP development. As the first strong education district in Guangdong Province, Nanshan District has made great progress in preschool education in recent years. The professional development of kindergarten teachers means that under the guarantee of the kindergarten and related educational policies and systems, the kindergarten teachers' subjects consciously and actively improve their professional concepts and ethics, and promote their own professional knowledge. The process of strengthening one's own professional ability and constantly renewing and perfecting the internal professional structure is also the process of gradually reaching the professional development standard of kindergarten teachers. On the basis of the previous theories of kindergarten teachers' professional development, this study is based on the standard of kindergarten teachers' professional development standards (try out), and mainly applies the literature research method. In order to reveal the present situation of professional development of kindergarten teachers in Nanshan District, questionnaire method and interview method are taken as the research object. By comparing the differences of kindergarten teachers' professional development level in different stages, this paper explores the influencing factors that affect the professional development of kindergarten teachers in Nanshan District, and then puts forward some reasonable countermeasures in order to enrich the relevant research contents. Better promote the professional development of kindergarten teachers in Nanshan District. The results show that the teachers in Nanshan District have the following characteristics: young teachers, professional development level to be improved, continuing education to be active, academic qualifications to be significantly improved, and the holding rate of teachers' qualification certificates to be improved; The salary level is on the low side, the teacher's treatment needs to be improved urgently, the overall development level is high, and the professional level of the teacher in class allocation needs to be improved. The situation of professional development in various fields is as follows: professional concept and teachers' moral field: lack of understanding and understanding of kindergarten teachers' profession; professional concept and teachers' moral development level of universal teachers are higher than that of non-universal teachers. Area of professional knowledge: relative lack of full-time teachers' knowledge of early childhood development. Professional ability field: kindergarten teachers' evaluation ability is relatively low. According to the research results, the following countermeasures are put forward. At the government level, we should steadily raise the salary, provide the basic guarantee for the professional development of kindergarten teachers, perfect the professional training mechanism, provide the growth path for the professional development of kindergarten teachers, and give full play to the central role of teacher development. To provide the top level support for teachers' professional development, to perfect the policy of continuing education, and to improve teachers' professional level by means of continuing education. Kindergarten level should be based on the needs of teachers to determine the content of garden-based training; for different types of teachers to carry out hierarchical training; innovative training methods to meet the needs of different teachers. Teachers themselves should deepen their understanding of the profession, enhance their self-confidence in professional development, and pay attention to promoting their own ability to motivate and evaluate young children, and comprehensively use evaluation methods.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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