N省农村幼儿教师专业知识水平的实证研究
发布时间：2019-05-18 09:29
【摘要】：通过对N省227名农村幼儿教师问卷调查与访谈调查,了解到该教师群体专业知识水平的实际情况,发现农村幼儿教师专业知识发展的困境,探析影响农村幼儿教师专业知识水平的因素,从而探讨出有效提升的策略。调查发现,农村幼儿教师专业知识水平具有以下特点:1.农村幼儿教师专业知识的总体水平较高,三个因子的得分均高于中等水平,其中幼儿保教知识的得分最高,通识性知识的得分最低。2.所学专业为学前教育的农村幼儿教师与所学专业为非学前教育的农村幼儿教师,在幼儿发展知识水平与幼儿保教知识水平上存在显著差异,三组教师得分按高低顺序排列依次为第一专业为学前教育专业、第二专业为学前教育专业、非学前教育专业。3.学历不同的农村幼儿教师在幼儿保教知识水平上存在显著差异,三组教师得分按高低顺序排列依次为本科学历、大专学历、高中及以下学历。4.具备教师资格证的农村幼儿教师与不具备教师资格证的农村幼儿教师,在幼儿发展知识水平与幼儿保教知识水平上存在显著差异。且得分上前者高于后者。同时农村幼儿教师专业知识现状存在以下问题:1.农村幼儿教师对专业知识各部分内容的掌握不均衡。2.农村幼儿教师知识的广度和深度有待提高。在幼儿发展知识上的具体表现是:欠缺对幼儿隐私权的理解与尊重、对学前教育政策法规研读不够细致和全面、对理论知识与实践知识的掌握不均衡。在幼儿保教知识上的具体体现是:幼儿教师的儿童观与教育观有待端正、对幼儿教育的各层次目标理解不深、安全教育知识水平有待提升。在通识性知识上的具体体现为:现代信息技术知识有所欠缺、自然科学和人文社科知识掌握不全面。通过对农村幼儿教师的访谈,发现影响农村教师专业知识水平的因素有农村幼儿教育投入不足;欠缺在职培训的机会;幼儿园繁重的工作;教师在职学习的功利性较强;对通识性知识不够重视。综上分析,针对N省农村幼儿教师专业知识的现状与其影响因素分析,笔者就如何提升农村幼儿教师专业知识水平提出以下策略:1.从宏观上改善农村幼儿教师的外部环境。2.从中观上重视农村幼儿教师专业知识,构建促进农村幼儿教师专业知识提升的平台。3.从微观上树立终身学习的理念,多渠道拓宽知识面。
[Abstract]:Through the questionnaire survey and interview survey of 227 rural preschool teachers in N provinces, we know the actual situation of the professional knowledge level of this teacher group, and find out the predicament of the development of rural preschool teachers' professional knowledge. This paper probes into the factors affecting the professional knowledge level of rural preschool teachers, and probes into the strategies for effective improvement. It is found that the professional knowledge level of rural preschool teachers has the following characteristics: 1. The overall level of professional knowledge of rural preschool teachers is higher, and the scores of the three factors are higher than the middle level, among which the score of preschool nursing and education knowledge is the highest, and the score of general knowledge is the lowest. 2. There are significant differences between rural preschool teachers majoring in preschool education and rural preschool teachers majoring in non-preschool education in the level of early childhood development knowledge and infant care knowledge. The scores of the three groups of teachers in the order of high and low are as follows: the first major is preschool education major, the second major is preschool education major, and the second major is preschool education major. There are significant differences in the level of preschool education knowledge among rural preschool teachers with different academic qualifications. The scores of the three groups of teachers are in the order of undergraduate education, college education, high school education and below. 4. There are significant differences between rural preschool teachers with teacher qualification certificate and rural preschool teachers who do not have teacher qualification certificate in the level of infant development knowledge and infant care knowledge. And the former scores higher than the latter. At the same time, there are the following problems in the present situation of rural preschool teachers' professional knowledge: 1. The rural preschool teachers' mastery of the contents of each part of professional knowledge is uneven. 2. The breadth and depth of rural preschool teachers' knowledge need to be improved. In the knowledge of early childhood development, the lack of understanding and respect for children's right to privacy, the lack of meticulous and comprehensive study of preschool education policies and regulations, and the imbalance between theoretical knowledge and practical knowledge. The concrete embodiment of preschool education knowledge is that the children's view and education view of preschool teachers need to be corrected, the understanding of the objectives of early childhood education at all levels is not deep, and the level of safety education knowledge needs to be improved. The general knowledge is embodied in the following aspects: the lack of modern information technology knowledge and the incomplete mastery of natural science and humanities and social science knowledge. Through the interview with rural preschool teachers, it is found that the factors that affect the professional knowledge level of rural teachers are insufficient investment in rural early childhood education, lack of on-the-job training opportunities, heavy work in kindergartens, strong utilitarian in-service learning of teachers, and lack of on-the-job training opportunities. Lack of attention to general knowledge. In view of the present situation and influencing factors of rural preschool teachers' professional knowledge in N provinces, the author puts forward the following strategies on how to improve the level of rural preschool teachers' professional knowledge: 1. Improve the external environment of rural kindergarten teachers from a macro point of view. 2. From the meso point of view, we should attach importance to the professional knowledge of rural preschool teachers and construct a platform to promote the professional knowledge of rural preschool teachers. From the micro point of view, establish the concept of lifelong learning, multi-channel to broaden the scope of knowledge.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
本文编号：2479884
[Abstract]:Through the questionnaire survey and interview survey of 227 rural preschool teachers in N provinces, we know the actual situation of the professional knowledge level of this teacher group, and find out the predicament of the development of rural preschool teachers' professional knowledge. This paper probes into the factors affecting the professional knowledge level of rural preschool teachers, and probes into the strategies for effective improvement. It is found that the professional knowledge level of rural preschool teachers has the following characteristics: 1. The overall level of professional knowledge of rural preschool teachers is higher, and the scores of the three factors are higher than the middle level, among which the score of preschool nursing and education knowledge is the highest, and the score of general knowledge is the lowest. 2. There are significant differences between rural preschool teachers majoring in preschool education and rural preschool teachers majoring in non-preschool education in the level of early childhood development knowledge and infant care knowledge. The scores of the three groups of teachers in the order of high and low are as follows: the first major is preschool education major, the second major is preschool education major, and the second major is preschool education major. There are significant differences in the level of preschool education knowledge among rural preschool teachers with different academic qualifications. The scores of the three groups of teachers are in the order of undergraduate education, college education, high school education and below. 4. There are significant differences between rural preschool teachers with teacher qualification certificate and rural preschool teachers who do not have teacher qualification certificate in the level of infant development knowledge and infant care knowledge. And the former scores higher than the latter. At the same time, there are the following problems in the present situation of rural preschool teachers' professional knowledge: 1. The rural preschool teachers' mastery of the contents of each part of professional knowledge is uneven. 2. The breadth and depth of rural preschool teachers' knowledge need to be improved. In the knowledge of early childhood development, the lack of understanding and respect for children's right to privacy, the lack of meticulous and comprehensive study of preschool education policies and regulations, and the imbalance between theoretical knowledge and practical knowledge. The concrete embodiment of preschool education knowledge is that the children's view and education view of preschool teachers need to be corrected, the understanding of the objectives of early childhood education at all levels is not deep, and the level of safety education knowledge needs to be improved. The general knowledge is embodied in the following aspects: the lack of modern information technology knowledge and the incomplete mastery of natural science and humanities and social science knowledge. Through the interview with rural preschool teachers, it is found that the factors that affect the professional knowledge level of rural teachers are insufficient investment in rural early childhood education, lack of on-the-job training opportunities, heavy work in kindergartens, strong utilitarian in-service learning of teachers, and lack of on-the-job training opportunities. Lack of attention to general knowledge. In view of the present situation and influencing factors of rural preschool teachers' professional knowledge in N provinces, the author puts forward the following strategies on how to improve the level of rural preschool teachers' professional knowledge: 1. Improve the external environment of rural kindergarten teachers from a macro point of view. 2. From the meso point of view, we should attach importance to the professional knowledge of rural preschool teachers and construct a platform to promote the professional knowledge of rural preschool teachers. From the micro point of view, establish the concept of lifelong learning, multi-channel to broaden the scope of knowledge.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615
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