城市公办幼儿园合同制教师职业发展现状调查研究
发布时间：2018-10-19 20:02
【摘要】：近年来,伴随着《国家中长期教育改革和发展规划纲要（2010—2020年）》的颁布及各省市关于“学前教育三年行动计划”的启动,推动了我国公办幼儿园的发展步伐。合同制教师虽然没有正规编制身份，但是作为我国公办幼儿园教师队伍的有力补充，为幼儿教育的发展做出了卓越贡献。幼儿教师的职业发展水平是影响幼儿教育发展的重要因素。合同制教师身为幼儿教育工作的专业人员，实现在职业道德、职业理想、专业知识、专业能力等方面从不成熟到成熟的职业发展过程是幼儿教育发展的内在需求。本研究采取访谈和调查相结合的研究方法，以昆明市部分公办幼儿园的近110名合同制教师作为研究对象，就公办园合同制教师职业发展现状进行调查，并根据调查对影响因素进行分析，在此基础上，笔者从社会、幼儿园和自我发展几个方面就促进公办园合同制教师的职业发展提出对策。 本论文分为四章。第一章绪论部分，对公办园合同制教师的出现及相关的文献综述进行了简单的论述，，分析并提出了公办园合同制教师职业发展的相关概念及本研究的目的及意义。 第二章分别从公办园合同制教师的基本情况、职业认同、专业发展及对公办园园长及在编教师的访谈进行城市公办园合同制教师职业发展现状的调查分析，发现当前城市公办园合同制教师普遍缺乏社会认可、流动性大、职业认同度低、专业发展水平不高等现象。 第三章从宏观层面的国家社会外部环境，中观层面的幼儿园组织管理和微观层面的合同制教师自身这三个方面对影响公办园合同制教师职业发展的因素进行分析。社会环境因素包括传统职业观念的影响、我国现有教育体制的不合理和对教师编制的管理不科学，幼儿园因素包括忽视对合同制教师职业生涯规划、缺乏积极心理的科学引导、培养体系不完善，最后从专业理念和意识、专业知识、专业能力几个方面对合同制教师自身因素进行分析。 第四章从社会客观环境、幼儿园内部组织管理和合同制教师自我发展几个方面，对促进城市公办园合同制教师的职业发展提出对策。
[Abstract]:In recent years, with the promulgation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the launching of the three-year action plan for preschool education in various provinces and cities, the pace of development of public kindergartens in China has been promoted. Although contract teachers do not have formal establishment status, but as a powerful complement to our public kindergarten teachers, they have made outstanding contributions to the development of early childhood education. The professional development level of preschool teachers is an important factor affecting the development of early childhood education. As a professional of preschool education, contract teachers need to realize the process of professional development from immature to mature in professional ethics, professional ideal, professional knowledge, professional ability and so on. This research adopts the method of interview and investigation, taking nearly 110 contract teachers in some public kindergartens in Kunming as the research object, and investigating the present situation of the professional development of the contract teachers in the public gardens. Based on the investigation and analysis of the influencing factors, the author puts forward some countermeasures to promote the professional development of contract teachers in public gardens from the aspects of society, kindergarten and self-development. This paper is divided into four chapters. In the first chapter, the author makes a brief discussion on the emergence of contract teachers in public gardens and related literature review, analyzes and puts forward the related concepts of the professional development of contract teachers in public gardens and the purpose and significance of this study. In the second chapter, from the basic situation, professional identity, professional development and interviews with public garden directors and teachers, the author investigates and analyzes the status quo of the professional development of contract teachers in urban public gardens. It is found that there is a general lack of social recognition, high mobility, low degree of professional identity and low level of professional development of contract teachers in urban public gardens. The third chapter analyzes the factors that affect the professional development of public garden contract teachers from the macro level of the external environment of the national society, the middle level of kindergarten organization and management and the micro level of contract teachers themselves. The social environmental factors include the influence of traditional vocational concepts, the unreasonable education system and the unscientific management of teachers' establishment in our country. The kindergarten factors include neglecting the professional career planning of contract teachers and lacking the scientific guidance of positive psychology. The training system is not perfect. Finally, the author analyzes the factors of contract teachers from the aspects of professional idea and consciousness, professional knowledge and professional ability. The fourth chapter puts forward countermeasures to promote the professional development of contract teachers in urban public gardens from the aspects of social objective environment, internal organization and management of kindergarten and self-development of contract teachers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615
本文编号：2282207
[Abstract]:In recent years, with the promulgation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the launching of the three-year action plan for preschool education in various provinces and cities, the pace of development of public kindergartens in China has been promoted. Although contract teachers do not have formal establishment status, but as a powerful complement to our public kindergarten teachers, they have made outstanding contributions to the development of early childhood education. The professional development level of preschool teachers is an important factor affecting the development of early childhood education. As a professional of preschool education, contract teachers need to realize the process of professional development from immature to mature in professional ethics, professional ideal, professional knowledge, professional ability and so on. This research adopts the method of interview and investigation, taking nearly 110 contract teachers in some public kindergartens in Kunming as the research object, and investigating the present situation of the professional development of the contract teachers in the public gardens. Based on the investigation and analysis of the influencing factors, the author puts forward some countermeasures to promote the professional development of contract teachers in public gardens from the aspects of society, kindergarten and self-development. This paper is divided into four chapters. In the first chapter, the author makes a brief discussion on the emergence of contract teachers in public gardens and related literature review, analyzes and puts forward the related concepts of the professional development of contract teachers in public gardens and the purpose and significance of this study. In the second chapter, from the basic situation, professional identity, professional development and interviews with public garden directors and teachers, the author investigates and analyzes the status quo of the professional development of contract teachers in urban public gardens. It is found that there is a general lack of social recognition, high mobility, low degree of professional identity and low level of professional development of contract teachers in urban public gardens. The third chapter analyzes the factors that affect the professional development of public garden contract teachers from the macro level of the external environment of the national society, the middle level of kindergarten organization and management and the micro level of contract teachers themselves. The social environmental factors include the influence of traditional vocational concepts, the unreasonable education system and the unscientific management of teachers' establishment in our country. The kindergarten factors include neglecting the professional career planning of contract teachers and lacking the scientific guidance of positive psychology. The training system is not perfect. Finally, the author analyzes the factors of contract teachers from the aspects of professional idea and consciousness, professional knowledge and professional ability. The fourth chapter puts forward countermeasures to promote the professional development of contract teachers in urban public gardens from the aspects of social objective environment, internal organization and management of kindergarten and self-development of contract teachers.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G615
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