“国培计划”背景下学前教师培训需求及对策研究

发布时间：2018-09-04 11:56

【摘要】：随着"国培计划"的不断推进,教育质量得到逐步提升,培训效益日益凸显。学前教育的国家级培训能否满足教师的实际需求,需要通过相应措施保障、深入研究培训过程等来不断提升培训效益,以满足教师的专业发展需要。学前教师的"国培计划"于2011年开始,晚于中小学教师,从目前的发展来看,"国培计划"学前教师培训基本满足了教师良好的发展需求,促进了学前教师个人素质与综合素质的提升。但在具体落实相关要素时,学前教育的培训需求仍然未得到全面满足。因此,后阶段发展过程中,展开对"国培计划"背景下学前教师培训需求的综合分析,把握学前教师培训需求的实际效用,这对中国学前教育培训工作的实际效果提升具有重要影响和借鉴,并下一步培训提供了相应对策。本研究以黑龙江省参加培训的幼儿园在职教师为研究对象。通过文献法、问卷调查法、访谈法,调查了学前教师国家级培训项目的人员的培训现状及需求,从培训目的、内容、形式、培训师资、培训评价等方面入手分析,提出了没有明确的培训目的、培训内容的实用性不强、培训形式不够多样、培训师资的水平不高、培训评价体系没有持续性、培训效果的差异性较大等问题,同时分析其形成的原因;以及培训对学前教师在专业理念、专业知识、专业能力方面起到的客观作用。通过调查研究得出如下结论:第一,无论是培训目的、培训形式,还是培训师资、培训内容,都是衡量培训质量的重要指标,也是影响培训效果的重要因素。第二,调查中发现,女性教师、本专业教师、高学历、高职称的学前教师对培训期待较高,要求也较高,也为今后的培训提出了更高的要求。第三,培训的最终目的是促进学前教师的专业发展,培养一支高素质、专家型的教师队伍,需求培训承担单位广泛调研培训需求,分层设计培训目标,科学设置培训内容、综合运用培训方式、组建多层次专家团队等,保障培训的实效性。针对调研的结论,提出如下对策:第一理清培训目的,增强培训实效;第二,充实培训内容,拓宽教学渠道;第三,丰富培训形式,提升交流效率;第四,考评培训师资,建立奖惩机制;第五,树立培训理念,强化知识能力;第六,注重过程评价,关注后续发展。
[Abstract]:With the continuous advancement of the National Training Program, the quality of education has been gradually improved and the training efficiency has become increasingly prominent. From the point of view of current development, pre-school teacher training basically meets the teachers'good development needs and promotes the improvement of pre-school teachers' personal and comprehensive qualities. Therefore, in the later stage of development, a comprehensive analysis of the training needs of pre-school teachers under the background of the "National Training Program" is carried out to grasp the actual effectiveness of the training needs of pre-school teachers, which has an important impact on the promotion of the actual effect of pre-school education and training in China, and provides corresponding countermeasures for the next step of training. The on-the-job kindergarten teachers who have been trained are taken as the research object.Through the methods of literature review,questionnaire survey and interview,this paper investigates the present training situation and needs of the personnel in the national training programs for preschool teachers,and analyzes the training objectives,contents,forms,training teachers,training evaluation and so on,and puts forward the facts that there is no definite training purpose and training content. At the same time, it analyzes the reasons for the formation of these problems, and the objective effect of training on pre-school teachers in terms of professional concepts, professional knowledge and professional competence. Conclusion: Firstly, whether it is training purpose, training form, or training teachers, training content, are important indicators to measure the quality of training, but also an important factor affecting the training effect. Third, the ultimate goal of training is to promote the professional development of pre-school teachers, cultivate a high-quality, expert-oriented team of teachers, demand training units to undertake extensive research and training needs, layered design training objectives, scientific training content, comprehensive use of training methods, the formation of multi-level team of experts. According to the conclusion of the investigation, the following countermeasures are put forward: first, clarify the purpose of training and enhance the effectiveness of training; second, enrich the training content and broaden the teaching channels; third, enrich the training form and enhance the efficiency of communication; fourth, evaluate the training teachers and establish the reward and punishment mechanism; fifth, establish the training concept and strengthen the knowledge and ability; Six, pay attention to process evaluation and focus on follow-up development.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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