“学习故事”促进幼儿教师专业发展的行动研究

发布时间：2018-09-17 18:25

【摘要】：随着我国社会的发展和学前教育事业的改革,实现人民满意的幼儿教育和提升学前教育的质量是我国教育事业发展的迫切需要,而其中关键是提升和发展幼儿教师的专业水平。然而,我国当前幼儿教师专业发展水平参差不齐,存在分析和解读幼儿能力不足以及评价幼儿方式单一的现状,因此需要采用一种新的途径改善我国幼儿教师的专业发展的现状。但是幼儿教师的工作性质决定了幼儿教师的专业发展实际上是一种在教育教学实践中的成长,因此,在实践中促进幼儿教师的专业发展才是明智之举。本文引入国内外广泛运用的“学习故事”评价方法,采用行动研究方法,以“学习故事”的计划—行动—问题—反思—再实践为行动过程,与南充市S幼儿园十位老师组成合作团队实施历时八个月的行动研究,综合采用文献研究法、观察法、访谈法和作品分析法的研究方法,在行动中以幼儿教师注意、识别和回应幼儿继而为幼儿撰写“学习故事”为研究,建立“学习故事”和“幼儿教师专业发展”的联系,结果发现“学习故事”是促进幼儿教师专业发展的重要途径,即“学习故事”能够促进幼儿教师专业理念的转变,专业知识的丰富以及专业能力的提高。本次研究一共分为四个部分:第一部分是引言,包括选题缘由、文献综述、研究的目的和意义、核心概念的界定、研究方法和研究资料的收集与处理;第二部分是关于“学习故事”与幼儿教师专业发展的理论探讨,包括“学习故事”的特点、要素以及现实依据的理论讨论,还包括“学习故事”和幼儿教师专业发展的内在联系的理论探讨;第三部分是关于“学习故事”促进幼儿教师专业发展的行动过程,包括幼儿教师运用“学习故事”的计划、行动、问题、反思和再实践五个前后衔接的具体行动过程内容;第四部分是关于“学习故事”促进幼儿教师专业发展的行动成效,包括行动方案实施后对幼儿教师的影响、行动研究对研究者自身理论和实践的影响、研究结论和建议三个方面
[Abstract]:With the development of our society and the reform of preschool education, it is an urgent need to realize the people's satisfactory early childhood education and improve the quality of preschool education, among which the key is to promote and develop the professional level of preschool teachers. However, at present, the professional development level of preschool teachers in China is not uniform, and there exists the current situation of analyzing and interpreting the deficiency of children's ability and evaluating the single way of young children. Therefore, we need to adopt a new way to improve the professional development of preschool teachers in China. However, the nature of preschool teachers' work determines that the professional development of preschool teachers is actually a kind of growth in the practice of education and teaching, therefore, it is wise to promote the professional development of early childhood teachers in practice. This paper introduces the "learning story" evaluation method which is widely used at home and abroad, adopts the action research method, and takes the "learning story" plan-action-question-reflection-practice as the course of action. A cooperative team of 10 teachers from S Kindergarten in Nanchong City carried out an action study lasting eight months. The research methods of literature research, observation, interview and work analysis were used synthetically, and the attention of preschool teachers was taken into account in the action. To identify and respond to children and then write "learning stories" for young children is to establish a link between "learning stories" and "early childhood teachers' professional development". The results show that "learning stories" is an important way to promote the professional development of early childhood teachers. That is, learning story can promote the change of professional idea, the enrichment of professional knowledge and the improvement of professional ability. This research is divided into four parts: the first part is the introduction, including the reason for the topic, literature review, the purpose and significance of the study, the definition of core concepts, research methods and research data collection and processing; The second part is about the theoretical discussion of "learning story" and the professional development of preschool teachers, including the characteristics, elements and realistic basis of "learning story". The third part is about the course of action of "learning stories" to promote the professional development of early childhood teachers, including the plans for early childhood teachers to use "learning stories". Action, problem, reflection and repractice of five concrete action processes; the fourth part is about the effectiveness of "learning stories" to promote the professional development of early childhood teachers, including the impact on early childhood teachers after the implementation of the action plan. The influence of action research on the researchers' own theory and practice, and the conclusions and suggestions of the research
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

【参考文献】