民办园教师专业自主权的缺失与回归
发布时间：2018-10-21 13:14
【摘要】： 20世纪80年代以来,教师专业自主权成为备受关注的一个问题。然而,纵观教师专业发展的研究,我国幼儿教师专业自主发展的实际情况仍存在很多弊端。 为了了解民办园教师专业自主权发展的现状,本文首先从文献研究出发,通过对国内外现有研究成果的整理和评析,确定本文的逻辑起点和研究价值。其次,通过问卷调查、访谈、观察和实物搜集等实证研究的方式,对安阳市五所民办幼儿园教师的外在自主权与内在自主权发展现状进行调查分析,并提出促进其专业自主权有效发挥的策略。 调查结果显示,民办园教师的专业自主权相当有限。在现实的专业发展过程中,她们不仅存在外在自主权缺失,而且还存在专业自主意识薄弱与专业自主能力有限等内在自主权方面的问题。民办园教师如此尴尬的生存状态更多地受到研究者的理性权威、管理者的决策权威以及利益相关者的监督权威的多重制约。长期的这种生存境遇使教师习惯于用自己的脑子说别人的话,用自己的脚走别人的路,并自觉自愿地放弃这种权力,丧失专业发展的敏感性。民办园教师专业自主权的回归不仅需要幼儿园、家长、专家乃至整个社会给予物质和精神方面的支持,更需要作为发展主体的教师自我意识的觉醒与自主能力的增强。
[Abstract]:Since the 1980 s, teachers' professional autonomy has become a problem of great concern. However, throughout the study of teacher professional development, there are still many drawbacks in the practice of preschool teachers' professional self-development in China. In order to understand the present situation of the development of the professional autonomy of the teachers of private gardens, this paper starts from the literature research, and determines the logical starting point and the research value of this paper through the collation and evaluation of the existing research results at home and abroad. Secondly, by means of questionnaire, interview, observation and physical collection, this paper investigates and analyzes the present situation of teachers' external and internal autonomy in five private kindergartens in Anyang. And put forward to promote its professional autonomy to play an effective strategy. The survey results show that the professional autonomy of private teachers is very limited. In the process of practical professional development, they not only lack the external autonomy, but also have the inherent autonomy problems, such as weak professional autonomy consciousness and limited professional autonomy ability. The embarrassing living state of private garden teachers is more restricted by the rational authority of the researcher, the decision-making authority of the manager and the supervision authority of the stakeholders. For a long time, this kind of living situation makes teachers accustomed to use their own brains to say other people's words, to use their own feet to walk the path of others, and to voluntarily give up this right and lose the sensitivity of professional development. The return of teachers' professional autonomy requires not only the material and spiritual support from kindergarten, parents, experts and even the whole society, but also the awakening of teachers' self-consciousness and the enhancement of their autonomy as the main body of development.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615
本文编号：2285189
[Abstract]:Since the 1980 s, teachers' professional autonomy has become a problem of great concern. However, throughout the study of teacher professional development, there are still many drawbacks in the practice of preschool teachers' professional self-development in China. In order to understand the present situation of the development of the professional autonomy of the teachers of private gardens, this paper starts from the literature research, and determines the logical starting point and the research value of this paper through the collation and evaluation of the existing research results at home and abroad. Secondly, by means of questionnaire, interview, observation and physical collection, this paper investigates and analyzes the present situation of teachers' external and internal autonomy in five private kindergartens in Anyang. And put forward to promote its professional autonomy to play an effective strategy. The survey results show that the professional autonomy of private teachers is very limited. In the process of practical professional development, they not only lack the external autonomy, but also have the inherent autonomy problems, such as weak professional autonomy consciousness and limited professional autonomy ability. The embarrassing living state of private garden teachers is more restricted by the rational authority of the researcher, the decision-making authority of the manager and the supervision authority of the stakeholders. For a long time, this kind of living situation makes teachers accustomed to use their own brains to say other people's words, to use their own feet to walk the path of others, and to voluntarily give up this right and lose the sensitivity of professional development. The return of teachers' professional autonomy requires not only the material and spiritual support from kindergarten, parents, experts and even the whole society, but also the awakening of teachers' self-consciousness and the enhancement of their autonomy as the main body of development.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615
【引证文献】
相关期刊论文 前1条
1 廖丽娟;;论幼儿教师职业的专业性[J];长沙师范专科学校学报;2011年06期
相关硕士学位论文 前3条
1 孙丽影;幼儿教师课程权力个案研究[D];哈尔滨师范大学;2010年
2 徐新华;武汉市幼儿教师流动状况的研究[D];华中师范大学;2010年
3 梁小静;幼儿园教师专业自主权现状及影响因素的研究[D];华东师范大学;2012年
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