国培对幼儿教师专业成长影响的研究
发布时间：2018-07-23 11:31
【摘要】：教师的专业化程度影响着教育质量,培训是教师专业成长的重要途径。为了促进幼儿教师的专业成长,提升他们的专业化水平,改善教育教学质量,国家积极开展教师培训工作。在当前“国培计划”大力开展的背景之下,加强对培训效果的研究,深入探讨培训对幼儿教师专业成长的影响有着很强的现实意义和理论研究价值。本文主要采用问卷调查法、访谈法、观察法,以河南省XX大学承办的“幼师国培”(2014)长期置换脱产研修班为例进行研究,将本班学员、学员的幼儿园领导、同事、本项目的教师培训管理人员、指导教师作为调查对象,了解当前教师培训的实际效果。通过研究发现,经过三个月的脱产研修学习,该班学员在专业理念与师德、专业知识、专业能力等方面都取得了进步与提升,具体结论为:专业理念与师德的提升效果最明显,专业知识的提升效果次之,专业能力的提升效果较为明显;在专业理念与师德维度中,对幼儿保育和教育的态度与行为方面的提升空间较大;在专业知识维度中,幼儿发展知识提升最为明显,通识性知识仍需加强培训学习;在专业能力维度中,环境的创设与利用能力提升最为明显,教育活动的设计与实施能力提升效果与其他能力相比,提升不明显;同时发现学员通过培训提升专业成长的效果有明显的教龄差异,教龄在1-3年的教师培训提升度明显高于教龄不足一年的教师。进一步对培训工作进行总结,有以下四点建议:依照《标准》,科学设计培训方案;丰富培训内容,促进学员全面提升;外出考察参观,扩大学员视野;培训管理科学,严爱相济。同时发现了工作中的不足之处:培训学员的部分需求尚没有得到满足,学员遴选需加强管理,“影子教师”专业素质有待提升。结合问卷、访谈与观察等方法研究影响专业成长提升的相关因子,发现课程内容设置、培训组织管理对专业理念与师德的提升影响较大;园所支持、课程内容设置对专业知识的提升影响较大;园所支持、课程内容设置、学习效果对专业能力的提升影响较大,此外培训动机、培训准备、后期跟踪回访等因素也起一定的作用。最后结合教师的实际需求,提出以下改善建议,进而促进幼儿教师的专业成长。幼儿教师应提升自身专业认同,激发成长动力;珍惜培训机会,认真对待学习;重视在实践中运用培训所学;培训单位应加强培训资格审查工作,确保学员的同质性;切实做好培训需求调研,调动学员学习的积极性;结合成人学习理论,科学设计培训方案;以问题入手,坚持实践原则;重视情境式教学,突出学员主体性;加强指导教师选拔,保证跟岗实习质量;持续后期跟踪回访,确保培训长效性;幼儿园方面,应加强培训支持制度建设,鼓励转化培训成果;重视同事的协作,改善工作氛围;充分利用科研资源,加强技术支持。
[Abstract]:Teachers' specialization affects the quality of education, and training is an important way for teachers' professional growth. In order to promote the professional growth of preschool teachers, improve their professional level, improve the quality of education and teaching, the state actively carry out teacher training work. Under the background of the current "National training Plan", it is of great practical significance and theoretical value to strengthen the research on the effect of training on the professional growth of preschool teachers. This article mainly adopts the questionnaire survey, the interview method, the observation method, takes "the kindergarten teacher Guopei" (2014) long-term replacement free labor research class which the Henan XX University undertakes, carries on the research, will this class student, the student kindergarten leader, the colleague, The teacher training manager of this project instructs the teacher as the investigation object to understand the actual effect of the current teacher training. Through the study, it is found that after three months of off-site study, the students in this class have made progress and improvement in professional concept and ethics, professional knowledge, professional ability and so on. The concrete conclusion is that the promotion effect of professional concept and teacher's ethics is the most obvious. The promotion effect of professional knowledge is second, professional ability is more obvious; in the professional concept and teachers' ethics dimension, the attitude and behavior of early childhood care and education is bigger; in the professional knowledge dimension, In the dimension of professional ability, the creation and utilization of environment is the most obvious, and the effect of design and implementation of educational activities is compared with other abilities, while the improvement of knowledge in early childhood development is the most obvious, and the general knowledge still needs to be strengthened in training and learning, and in the dimension of professional competence, the creation and utilization of environment is the most obvious. At the same time, it was found that there was significant difference in the effect of training to promote professional growth, and the degree of teacher training promotion in 1-3 years was significantly higher than that of teachers with less than one year of teaching age. Further summing up the training work, there are the following four suggestions: scientific design of training programs in accordance with the "Standards"; enriching the training content to promote the overall upgrading of the trainees; visiting and visiting the trainees to expand their horizons; and training and management science, Yan loves justice. At the same time, the shortcomings of the work are found: some of the needs of the trainees have not been satisfied, the selection of students needs to strengthen the management, and the professional quality of "shadow teachers" needs to be improved. In combination with questionnaire, interview and observation, this paper studies the related factors that affect professional growth and promotion, and finds that curriculum content, training organization and management have a great impact on the promotion of professional concepts and teachers' ethics. Curriculum content has a greater impact on the promotion of professional knowledge; garden support, curriculum content settings, learning effects on the professional ability to promote a greater impact, in addition to training motivation, training preparation, follow-up visits and other factors also play a certain role. Finally, according to the actual needs of teachers, the following suggestions are put forward to promote the professional growth of preschool teachers. Early childhood teachers should promote their professional identity, stimulate growth motivation; cherish training opportunities, seriously treat learning; pay attention to the use of training in practice; training units should strengthen the work of training qualification examination to ensure the homogeneity of trainees; We should do well the research of training demand, arouse the enthusiasm of the students, design the training program scientifically, start with the problem, stick to the principle of practice, attach importance to situational teaching and highlight the subjectivity of the students. Strengthening the selection of guidance teachers to ensure the quality of follow-up practice; continuous follow-up visits to ensure the long-term effectiveness of training; kindergarten, should strengthen training support system construction, encourage the transformation of training results, attach importance to the collaboration of colleagues, improve the working atmosphere; Make full use of scientific research resources and strengthen technical support.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G615
[Abstract]:Teachers' specialization affects the quality of education, and training is an important way for teachers' professional growth. In order to promote the professional growth of preschool teachers, improve their professional level, improve the quality of education and teaching, the state actively carry out teacher training work. Under the background of the current "National training Plan", it is of great practical significance and theoretical value to strengthen the research on the effect of training on the professional growth of preschool teachers. This article mainly adopts the questionnaire survey, the interview method, the observation method, takes "the kindergarten teacher Guopei" (2014) long-term replacement free labor research class which the Henan XX University undertakes, carries on the research, will this class student, the student kindergarten leader, the colleague, The teacher training manager of this project instructs the teacher as the investigation object to understand the actual effect of the current teacher training. Through the study, it is found that after three months of off-site study, the students in this class have made progress and improvement in professional concept and ethics, professional knowledge, professional ability and so on. The concrete conclusion is that the promotion effect of professional concept and teacher's ethics is the most obvious. The promotion effect of professional knowledge is second, professional ability is more obvious; in the professional concept and teachers' ethics dimension, the attitude and behavior of early childhood care and education is bigger; in the professional knowledge dimension, In the dimension of professional ability, the creation and utilization of environment is the most obvious, and the effect of design and implementation of educational activities is compared with other abilities, while the improvement of knowledge in early childhood development is the most obvious, and the general knowledge still needs to be strengthened in training and learning, and in the dimension of professional competence, the creation and utilization of environment is the most obvious. At the same time, it was found that there was significant difference in the effect of training to promote professional growth, and the degree of teacher training promotion in 1-3 years was significantly higher than that of teachers with less than one year of teaching age. Further summing up the training work, there are the following four suggestions: scientific design of training programs in accordance with the "Standards"; enriching the training content to promote the overall upgrading of the trainees; visiting and visiting the trainees to expand their horizons; and training and management science, Yan loves justice. At the same time, the shortcomings of the work are found: some of the needs of the trainees have not been satisfied, the selection of students needs to strengthen the management, and the professional quality of "shadow teachers" needs to be improved. In combination with questionnaire, interview and observation, this paper studies the related factors that affect professional growth and promotion, and finds that curriculum content, training organization and management have a great impact on the promotion of professional concepts and teachers' ethics. Curriculum content has a greater impact on the promotion of professional knowledge; garden support, curriculum content settings, learning effects on the professional ability to promote a greater impact, in addition to training motivation, training preparation, follow-up visits and other factors also play a certain role. Finally, according to the actual needs of teachers, the following suggestions are put forward to promote the professional growth of preschool teachers. Early childhood teachers should promote their professional identity, stimulate growth motivation; cherish training opportunities, seriously treat learning; pay attention to the use of training in practice; training units should strengthen the work of training qualification examination to ensure the homogeneity of trainees; We should do well the research of training demand, arouse the enthusiasm of the students, design the training program scientifically, start with the problem, stick to the principle of practice, attach importance to situational teaching and highlight the subjectivity of the students. Strengthening the selection of guidance teachers to ensure the quality of follow-up practice; continuous follow-up visits to ensure the long-term effectiveness of training; kindergarten, should strengthen training support system construction, encourage the transformation of training results, attach importance to the collaboration of colleagues, improve the working atmosphere; Make full use of scientific research resources and strengthen technical support.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G615
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