幼儿园新任教师专业发展需求的现状研究
发布时间：2018-07-24 18:34
【摘要】：在国际教师教育改革的背景下,作为教师内在发展动力的专业发展需求,能够提高教师的积极性和主动性,实现教师队伍的高素质和专业化。近年来,教师专业发展需求引起了研究者的普遍关注,并取得了一定的研究成果,但也存在不足,突出表现为缺乏对新任教师专业发展需求现状及特征的深入研究。因此,全面考察幼儿园新任教师专业发展需求的现状及特征,探讨促进新任教师持续发展的思考,不仅有助于丰富和完善教师教育理论,更对其成长与发展具有重要实践意义。在借鉴分析前人研究成果的基础上,本研究综合运用文献法、问卷调查法和访谈法,全面考察了幼儿园新任教师专业发展需求的现状,分析其特征并探讨主要影响因素,进一步思考如何促进新任教师的专业发展。本研究分为以下五个部分:第一部分,问题的提出。在分析已有相关研究的基础上,本研究确立了研究内容,并结合质性方法和量化方法,进一步设计出研究框架。第二部分,幼儿园新任教师专业发展需求的现状。通过运用问卷调查法、访谈法等,从专业发展素养需求、专业发展途径需求和专业发展条件需求三个维度全面考察幼儿园新任教师专业发展需求的现状。第三部分,幼儿园新任教师专业发展需求的特征。在深入分析现状基础上探讨幼儿园新任教师专业发展需求的特征:受内在发展和外在环境的共同驱动,凸显教师自我生存的现实取向,以改善幼儿教育实践为核心,共性需求与个性需求并存。第四部分,幼儿园新任教师专业发展需求的影响因素。通过运用问卷调查法、访谈法等,从社会、幼儿园、教师和幼儿四个方面探讨了影响幼儿园新任教师专业发展需求的主要因素,并分析主要影响因素的具体作用。第五部分,基于需求促进幼儿园新任教师专业发展的思考。基于前文的理论探讨与实证研究,提出以下思考:树立新任教师正确职业观,提升自主发展意识;完善新任教师知识系统,整合新任教师专业能力;探索多渠道发展途径,切实加强新任教师培训;提供环境与制度支持,促进新任教师可持续发展。
[Abstract]:Under the background of international teacher education reform, the demand of professional development, which is the internal motive force of teachers' development, can improve the enthusiasm and initiative of teachers and realize the high quality and specialization of teachers. In recent years, the needs of teachers' professional development have attracted the attention of researchers, and some research results have been obtained, but there are still some deficiencies, which are mainly due to the lack of in-depth study on the current situation and characteristics of the new teachers' professional development needs. Therefore, it is not only helpful to enrich and perfect the theory of teacher education, but also has important practical significance to investigate the current situation and characteristics of the professional development needs of the new kindergarten teachers, and to probe into the thinking of promoting the sustainable development of the new teachers. Based on the analysis of previous research results, this study comprehensively uses literature method, questionnaire survey and interview method to investigate the current situation of the professional development needs of new kindergarten teachers, analyze its characteristics and explore the main influencing factors. Further thinking about how to promote the professional development of new teachers. This research is divided into the following five parts: the first part, the question raised. On the basis of analyzing the related research, the research content is established, and the research frame is designed by combining qualitative method and quantitative method. The second part, the status of professional development needs of new kindergarten teachers. By means of questionnaire survey and interview, the present situation of professional development needs of new kindergarten teachers is comprehensively investigated from three dimensions: professional development quality demand, professional development path demand and professional development condition demand. The third part, the characteristics of professional development needs of new kindergarten teachers. On the basis of in-depth analysis of the present situation, this paper probes into the characteristics of the professional development needs of the new kindergarten teachers: driven by both internal development and external environment, it highlights the realistic orientation of teachers' self-existence and takes improving the practice of preschool education as the core. Common needs and individual needs coexist. The fourth part, the influence factor of the professional development demand of the new kindergarten teacher. By means of questionnaire survey and interview, this paper probes into the main factors that affect the professional development needs of new kindergarten teachers from four aspects: society, kindergarten, teachers and children, and analyzes the specific role of the main factors affecting the professional development of new kindergarten teachers. The fifth part, based on the need to promote the professional development of new kindergarten teachers. Based on the previous theoretical and empirical research, this paper puts forward the following considerations: to establish a correct professional outlook of new teachers, to enhance their sense of self-development, to perfect the knowledge system of new teachers, to integrate their professional abilities, to explore ways of multi-channel development. Strengthen the training of new teachers, provide environmental and institutional support, and promote the sustainable development of new teachers.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G615
本文编号：2142279
[Abstract]:Under the background of international teacher education reform, the demand of professional development, which is the internal motive force of teachers' development, can improve the enthusiasm and initiative of teachers and realize the high quality and specialization of teachers. In recent years, the needs of teachers' professional development have attracted the attention of researchers, and some research results have been obtained, but there are still some deficiencies, which are mainly due to the lack of in-depth study on the current situation and characteristics of the new teachers' professional development needs. Therefore, it is not only helpful to enrich and perfect the theory of teacher education, but also has important practical significance to investigate the current situation and characteristics of the professional development needs of the new kindergarten teachers, and to probe into the thinking of promoting the sustainable development of the new teachers. Based on the analysis of previous research results, this study comprehensively uses literature method, questionnaire survey and interview method to investigate the current situation of the professional development needs of new kindergarten teachers, analyze its characteristics and explore the main influencing factors. Further thinking about how to promote the professional development of new teachers. This research is divided into the following five parts: the first part, the question raised. On the basis of analyzing the related research, the research content is established, and the research frame is designed by combining qualitative method and quantitative method. The second part, the status of professional development needs of new kindergarten teachers. By means of questionnaire survey and interview, the present situation of professional development needs of new kindergarten teachers is comprehensively investigated from three dimensions: professional development quality demand, professional development path demand and professional development condition demand. The third part, the characteristics of professional development needs of new kindergarten teachers. On the basis of in-depth analysis of the present situation, this paper probes into the characteristics of the professional development needs of the new kindergarten teachers: driven by both internal development and external environment, it highlights the realistic orientation of teachers' self-existence and takes improving the practice of preschool education as the core. Common needs and individual needs coexist. The fourth part, the influence factor of the professional development demand of the new kindergarten teacher. By means of questionnaire survey and interview, this paper probes into the main factors that affect the professional development needs of new kindergarten teachers from four aspects: society, kindergarten, teachers and children, and analyzes the specific role of the main factors affecting the professional development of new kindergarten teachers. The fifth part, based on the need to promote the professional development of new kindergarten teachers. Based on the previous theoretical and empirical research, this paper puts forward the following considerations: to establish a correct professional outlook of new teachers, to enhance their sense of self-development, to perfect the knowledge system of new teachers, to integrate their professional abilities, to explore ways of multi-channel development. Strengthen the training of new teachers, provide environmental and institutional support, and promote the sustainable development of new teachers.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G615
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