满洲里地区幼儿园教师专业发展存在的问题及对策
发布时间：2018-10-15 16:32
【摘要】：自2010年起,我国相继出台了《国家中长期教育改革和发展规划纲要(2010—2020)》和《关于当前发展学前教育的若干意见》等有关幼儿教育的政策性文件,这两项文件明确说明学前教育中占据核心地位的是政府部门,结合我国现阶段学前教师专业发展的现状,提出了相应的改革方法,出台的这些政策正是我国政府部门对学前教育十分重视的证明。专业素质是教师从事教育工作必不可少的心理条件,主要是指教师在实践教育中不断积累的并用于教育活动中的一种心理品质。幼儿教师专业素质是幼儿教师从事教育工作必不可少的心理条件,主要是指幼儿教师在实践教育中不断积累的并用于教育活动中的一种心理品质。在学前教育的实际进行过程中,幼儿教师专业素养是对进行学前教育的专业人员而言的,要求这些教师必须满足这些条件:专业态度、专业知识和专业能力等三大子系统。本文的研究基于幼儿教师专业态度、专业知识以及专业能力等三大子系统,以学前教育者专业特征阐释为基础,以目前我国的幼儿教育专业发展步伐越来越快为研究背景,采用文献研究法、问卷调查法、实地研究法、访谈法等研究方法,将研究对象定位于满洲里地区的幼儿教师。研究发现,满洲里地区幼儿教师的专业发展在专业理念方面,职业认同度不高,“幼儿本位”理念缺失,缺乏终身学习理念;专业知识方面,专业知识欠缺,各类专业知识掌握不均衡,缺乏专业知识的学习和培训;专业能力方面,各方面专业能力发展参差不齐,幼儿教师对个别能力的理解不全面,缺乏应对突发事件的能力等。在对理论和实践进行研究之后,然后针对满洲里地区幼儿教师专业发展的途径和措施提出了相应的对策,如,专业理念方面应提升专业发展意识,优化幼儿教师的专业体验,实行民主化的园所领导;专业知识层面应建立新老教师互助的学习共同体,建立园所内部优秀的培训教师资源系统;专业能力方面要改善幼儿园教师的教学能力,提升幼儿园教师的教研能力,改进幼儿教师的研训模式。
[Abstract]:Since 2010, China has issued policy documents on early childhood education, such as the outline of the National medium and long term Education Reform and Development Plan (2010-2020) and the "opinions on the current Development of Preschool Education". These two documents clearly show that the central position of pre-school education is the government departments. In view of the present situation of professional development of preschool teachers in China, the corresponding reform methods are put forward. These policies are the proof that our government departments attach great importance to preschool education. Professional quality is an indispensable psychological condition for teachers to engage in educational work. It mainly refers to a psychological quality accumulated by teachers in practical education and used in educational activities. Preschool teachers' professional quality is an indispensable psychological condition for preschool teachers to engage in educational work. It mainly refers to a psychological quality accumulated by preschool teachers in practical education and used in educational activities. In the actual process of preschool education, preschool teachers' professional accomplishment is for the pre-school education professionals, which must meet these conditions: professional attitude, professional knowledge and professional ability. The research of this paper is based on the three subsystems of preschool teachers' professional attitude, professional knowledge and professional ability. It is based on the interpretation of the professional characteristics of preschool education, and the research background is the rapid development of preschool education in our country. By using the methods of literature research, questionnaire survey, field research, interview, etc., the research object is located in the early childhood teachers in Manzhouli area. The study found that the professional development of teachers in Manzhouli area is not high in professional concept, lack of "toddler standard" concept, lack of life-long learning concept, and lack of professional knowledge in professional knowledge. All kinds of professional knowledge are not balanced, lack of learning and training of professional knowledge; in terms of professional ability, the development of professional competence is uneven, the understanding of individual ability of preschool teachers is not comprehensive, and the ability to deal with unexpected events is lacking. After studying the theory and practice, the author puts forward the corresponding countermeasures for the professional development of preschool teachers in Manzhouli area, for example, the professional concept should enhance the consciousness of professional development and optimize the professional experience of preschool teachers. In the field of professional knowledge, we should establish a mutual learning community of new and old teachers, and establish an excellent training teacher resource system within the garden. In terms of professional competence, we should improve the teaching ability of kindergarten teachers. Improve the teaching and research ability of kindergarten teachers and improve the training model of kindergarten teachers.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
[Abstract]:Since 2010, China has issued policy documents on early childhood education, such as the outline of the National medium and long term Education Reform and Development Plan (2010-2020) and the "opinions on the current Development of Preschool Education". These two documents clearly show that the central position of pre-school education is the government departments. In view of the present situation of professional development of preschool teachers in China, the corresponding reform methods are put forward. These policies are the proof that our government departments attach great importance to preschool education. Professional quality is an indispensable psychological condition for teachers to engage in educational work. It mainly refers to a psychological quality accumulated by teachers in practical education and used in educational activities. Preschool teachers' professional quality is an indispensable psychological condition for preschool teachers to engage in educational work. It mainly refers to a psychological quality accumulated by preschool teachers in practical education and used in educational activities. In the actual process of preschool education, preschool teachers' professional accomplishment is for the pre-school education professionals, which must meet these conditions: professional attitude, professional knowledge and professional ability. The research of this paper is based on the three subsystems of preschool teachers' professional attitude, professional knowledge and professional ability. It is based on the interpretation of the professional characteristics of preschool education, and the research background is the rapid development of preschool education in our country. By using the methods of literature research, questionnaire survey, field research, interview, etc., the research object is located in the early childhood teachers in Manzhouli area. The study found that the professional development of teachers in Manzhouli area is not high in professional concept, lack of "toddler standard" concept, lack of life-long learning concept, and lack of professional knowledge in professional knowledge. All kinds of professional knowledge are not balanced, lack of learning and training of professional knowledge; in terms of professional ability, the development of professional competence is uneven, the understanding of individual ability of preschool teachers is not comprehensive, and the ability to deal with unexpected events is lacking. After studying the theory and practice, the author puts forward the corresponding countermeasures for the professional development of preschool teachers in Manzhouli area, for example, the professional concept should enhance the consciousness of professional development and optimize the professional experience of preschool teachers. In the field of professional knowledge, we should establish a mutual learning community of new and old teachers, and establish an excellent training teacher resource system within the garden. In terms of professional competence, we should improve the teaching ability of kindergarten teachers. Improve the teaching and research ability of kindergarten teachers and improve the training model of kindergarten teachers.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
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