山西省幼儿园教师质量评价的现状研究
发布时间：2019-01-04 19:33
【摘要】：幼儿园教师质量评价是幼儿园教师质量提升的关键,是幼儿园教师专业成长的重要途径。在当前国内外对幼儿园教育质量、幼儿园教师质量高度重视背景下,山西省幼儿园教师队伍有了长足的发展,打造一批高质量的幼儿园教师队伍成为迫切需求。2012年,随着《幼儿园教师专业标准(试行)》的颁布和实施,基于专业理念与师德、专业知识和专业能力的教师评价为促进幼儿园教师的专业发展,全面提高幼儿园教师队伍质量的提供了依据和保障。因此,科学评价幼儿园教师质量就成为幼儿园教师队伍建设的重中之重。本研究选取山西省幼儿园教师和管理者、幼教行政人员、教研员和幼儿家长共259人为研究对象,综合运用文献法、问卷调查法、访谈法,并收集幼儿园教师评价的文本资料进行分析,从山西省幼儿园教师质量评价的目的、内容、方式、结果处理及效果、遇到的问题和解决措施等方面的现状展开调查。调查发现,山西省在幼儿园教师评价工作的开展中,幼儿园教师和管理者们在态度上普遍认可教师质量评价。认为质量评价的最终目的是为了提高教师质量,促进教师专业发展,为了幼儿的健康成长,并且在幼儿园中逐渐形成了完善的评价机制;评价的内容在专业师德与理念、专业知识和专业能力三个方面各有体现,但偏重于综合能力表现;同时避免单一评价的弊端,注重多元的评价方式,从教师的一日工作中进行综合评价。可见,幼儿园十分重视对教师质量评价。幼儿园教师质量评价虽然总体上取得了一定的效果,但仍存在以下问题:评价标准制定不合理,标准制定忽视教师的需求;评价方式虽多,但流于形式,缺乏实效;受到地域条件的限制和园长理念的影响,部分农村幼儿园教师质量评价工作落实不到位,状况堪忧;评价中教师缺乏主动性,自我参与度低;教师未能客观看待评价,过于在意评价结果,心理压力大。在对问题进行原因分析后发现,幼儿园在教师质量评价中未充分认识并落实“以人为本”,忽视了以“提升幼儿园教师质量”为本,没有充分考虑教师的专业发展目标。本文在马斯洛的需要层次理论、人本主义管理理论和教师专业发展理论的指导下,对园长和教师提出相应对策:幼儿园应制定科学、合理的评价标准,在制定标准时考虑教师的评价需求及发展,提高教师的评价参与度;调动同事和幼儿家长的评价积极性,增强评价的有效性;更新园长管理理念,正确把握评价方向;同时幼儿园教师也加强学习,提高幼儿园教师评价的专业性;教师在参与评价时也应适当调整心态,客观看待评价。
[Abstract]:The evaluation of kindergarten teachers' quality is the key to the improvement of kindergarten teachers' quality and an important way for kindergarten teachers' professional growth. Under the background that the kindergarten education quality and the kindergarten teacher quality are highly valued at home and abroad, the kindergarten teachers in Shanxi Province have made great progress, and it is urgent to build a group of high-quality kindergarten teachers in 2012. With the promulgation and implementation of the Professional Standards for Kindergarten Teachers (try out), the evaluation of teachers based on professional concepts and ethics, professional knowledge and professional abilities is aimed at promoting the professional development of kindergarten teachers. To improve the quality of kindergarten teachers provides the basis and guarantee. Therefore, scientific evaluation of kindergarten teachers' quality has become the most important part of kindergarten teachers' construction. In this study, 259 kindergarten teachers and managers, kindergarten administrators, teaching and research staff and parents of young children were selected as the research objects, and the methods of literature, questionnaire and interview were used synthetically. The text data of kindergarten teachers' evaluation are collected and analyzed, and the present situation of the evaluation of kindergarten teachers' quality in Shanxi Province is investigated from the aspects of the purpose, content, method, result processing and effect, problems encountered and solving measures. The investigation shows that teachers and managers generally approve teachers' quality evaluation in Shanxi province. The ultimate purpose of quality evaluation is to improve the quality of teachers, promote the professional development of teachers, for the healthy growth of children, and gradually formed a perfect evaluation mechanism in kindergarten. The content of evaluation is reflected in the three aspects of professional ethics and concept, professional knowledge and professional ability, but emphasis on the performance of comprehensive ability; At the same time, to avoid the disadvantages of single evaluation, pay attention to multiple evaluation methods, from the teacher's day work comprehensive evaluation. Visible, kindergarten attaches great importance to teacher quality evaluation. Although the evaluation of kindergarten teachers' quality has achieved certain effect on the whole, there are still the following problems: the setting of evaluation standard is unreasonable, the standard setting neglects the teachers' needs, the evaluation methods are many, but they are mere formality and lack of actual effect. Due to the limitation of regional conditions and the influence of the concept of the director, the quality evaluation of teachers in some rural kindergartens is not in place, the situation is worrying, the teachers lack the initiative and the degree of self-participation is low in the evaluation. Teachers can not objectively look at the evaluation, pay too much attention to the evaluation results, psychological pressure. After analyzing the causes of the problems, it is found that kindergarten does not fully understand and implement "people-oriented" in teacher quality evaluation, neglects "improving the quality of kindergarten teachers", and does not fully consider teachers' professional development goals. Under the guidance of Maslow's hierarchy of needs theory, humanistic management theory and teachers' professional development theory, this paper puts forward the corresponding countermeasures to the school directors and teachers: the kindergarten should formulate scientific and reasonable evaluation standards. The evaluation needs and development of teachers should be taken into account in the formulation of standards, and teachers' participation in evaluation should be improved. Arouse the evaluation enthusiasm of colleagues and parents, enhance the effectiveness of evaluation; renew the management concept of the head of the garden, correctly grasp the direction of evaluation; at the same time, kindergarten teachers also strengthen learning, improve the professional evaluation of kindergarten teachers; Teachers should also adjust their mentality and look at evaluation objectively when they participate in evaluation.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
本文编号：2400700
[Abstract]:The evaluation of kindergarten teachers' quality is the key to the improvement of kindergarten teachers' quality and an important way for kindergarten teachers' professional growth. Under the background that the kindergarten education quality and the kindergarten teacher quality are highly valued at home and abroad, the kindergarten teachers in Shanxi Province have made great progress, and it is urgent to build a group of high-quality kindergarten teachers in 2012. With the promulgation and implementation of the Professional Standards for Kindergarten Teachers (try out), the evaluation of teachers based on professional concepts and ethics, professional knowledge and professional abilities is aimed at promoting the professional development of kindergarten teachers. To improve the quality of kindergarten teachers provides the basis and guarantee. Therefore, scientific evaluation of kindergarten teachers' quality has become the most important part of kindergarten teachers' construction. In this study, 259 kindergarten teachers and managers, kindergarten administrators, teaching and research staff and parents of young children were selected as the research objects, and the methods of literature, questionnaire and interview were used synthetically. The text data of kindergarten teachers' evaluation are collected and analyzed, and the present situation of the evaluation of kindergarten teachers' quality in Shanxi Province is investigated from the aspects of the purpose, content, method, result processing and effect, problems encountered and solving measures. The investigation shows that teachers and managers generally approve teachers' quality evaluation in Shanxi province. The ultimate purpose of quality evaluation is to improve the quality of teachers, promote the professional development of teachers, for the healthy growth of children, and gradually formed a perfect evaluation mechanism in kindergarten. The content of evaluation is reflected in the three aspects of professional ethics and concept, professional knowledge and professional ability, but emphasis on the performance of comprehensive ability; At the same time, to avoid the disadvantages of single evaluation, pay attention to multiple evaluation methods, from the teacher's day work comprehensive evaluation. Visible, kindergarten attaches great importance to teacher quality evaluation. Although the evaluation of kindergarten teachers' quality has achieved certain effect on the whole, there are still the following problems: the setting of evaluation standard is unreasonable, the standard setting neglects the teachers' needs, the evaluation methods are many, but they are mere formality and lack of actual effect. Due to the limitation of regional conditions and the influence of the concept of the director, the quality evaluation of teachers in some rural kindergartens is not in place, the situation is worrying, the teachers lack the initiative and the degree of self-participation is low in the evaluation. Teachers can not objectively look at the evaluation, pay too much attention to the evaluation results, psychological pressure. After analyzing the causes of the problems, it is found that kindergarten does not fully understand and implement "people-oriented" in teacher quality evaluation, neglects "improving the quality of kindergarten teachers", and does not fully consider teachers' professional development goals. Under the guidance of Maslow's hierarchy of needs theory, humanistic management theory and teachers' professional development theory, this paper puts forward the corresponding countermeasures to the school directors and teachers: the kindergarten should formulate scientific and reasonable evaluation standards. The evaluation needs and development of teachers should be taken into account in the formulation of standards, and teachers' participation in evaluation should be improved. Arouse the evaluation enthusiasm of colleagues and parents, enhance the effectiveness of evaluation; renew the management concept of the head of the garden, correctly grasp the direction of evaluation; at the same time, kindergarten teachers also strengthen learning, improve the professional evaluation of kindergarten teachers; Teachers should also adjust their mentality and look at evaluation objectively when they participate in evaluation.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
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