山西省幼儿园教师质量评价需求的调查研究
发布时间：2019-07-03 20:00
【摘要】：建设一支高质量的教师队伍是实现从教育大国向教育强国转变的关键,因此,提升教师队伍的质量水平是深化教育改革的重中之重。对幼儿园教师进行科学评价是提升幼儿园教师队伍整体质量的重要条件。只有对幼儿园教师质量评价的需求进行调查研究才能使幼儿园教师质量评价做到科学精准。因此,研究幼儿园教师质量评价需求是幼儿园教师质量高效提升的内在要求。本研究初期充分利用了2016年在太原举办的园长培训这一机会,对参加培训的其中6名园长和5名教师进行了预调查,在此基础上修正完善了研究工具。正式调查以参加“2016年山西省幼儿园转岗教师培训”项目和“2016年山西省乡村幼儿园骨干教师访名校”项目的学员为调查对象,其中有教师182人,中层以上管理者(幼儿园保教主任、业务副园长和园长)18人。综合运用文献法、问卷调查法和访谈法调查了山西省幼儿园教师质量评价的需求。通过对调查结果的整理和分析,本研究得出了两方面的结论。一方面是幼儿园教师对质量评价有着普遍性的需求。这些共性需求表现为三个方面,第一,提升教师在教师质量评价中的地位;第二,教师希望加强教师质量评价与教师专业发展的联系;第三,强化教师质量评价的实效性。另一方面处于不同发展阶段的教师对教师质量评价的需求各有侧重。教龄在5年以下的新手教师其突出需求是帮助她们顺利实现岗位适应;教龄在6-10年的成熟教师,她们的突出需求是帮助其提升教育科研能力;10年以上教龄的骨干教师的突出需求是实现专业发展的突破,激发工作热情,缓解职业倦怠。最后,本研究提出了以下建议:针对教师对质量评价的共性需求,要转变评价的观念,由奖惩转向教师的发展。改变评价反馈机制,强化评价的发展功能。注重教师自我评价,维护教师的主体地位。优化评价的环节,改善评价的实际效果。针对不同发展阶段教师的突出需求,要制定开放的评价标准,提升评价的适切性;创新评价的形式,实现园本资源的高效利用;创造条件,借教育专家的力量,助教师质量的提升。
[Abstract]:Building a high quality teacher team is the key to realize the transformation from a big education country to an education power. Therefore, improving the quality level of teachers is the most important thing to deepen the education reform. Scientific evaluation of kindergarten teachers is an important condition to improve the overall quality of kindergarten teachers. Only by investigating the demand of kindergarten teacher quality evaluation can the kindergarten teacher quality evaluation be scientific and accurate. Therefore, the study of kindergarten teacher quality evaluation demand is the inherent requirement of kindergarten teacher quality improvement. In the early stage of this study, we made full use of the opportunity of the training of directors in Taiyuan in 2016, and conducted a pre-survey of six directors and five teachers who participated in the training, on the basis of which the research tools were modified and improved. The formal investigation included 182 teachers and 18 middle-level managers (kindergarten nursing director, deputy director and director of kindergarten) who took part in the project of "training of transferred teachers in Shanxi kindergartens in 2016" and "key teachers visiting famous schools in rural kindergartens in Shanxi Province in 2016". The survey included 182 teachers and 18 middle-level managers (kindergarten nursing and education director, business deputy director and director). The quality evaluation needs of kindergarten teachers in Shanxi Province were investigated by means of literature, questionnaire and interview. Through the collation and analysis of the survey results, this study draws two conclusions. On the one hand, kindergarten teachers have a universal demand for quality evaluation. These common needs are manifested in three aspects: first, to enhance the position of teachers in the evaluation of teacher quality; second, teachers hope to strengthen the relationship between teacher quality evaluation and teachers' professional development; third, to strengthen the effectiveness of teacher quality evaluation. On the other hand, teachers in different stages of development have their own needs for teacher quality evaluation. The outstanding demand of novice teachers whose teaching age is less than 5 years is to help them adapt to their posts smoothly; for mature teachers whose teaching age is 6-10 years, their outstanding needs are to help them improve their educational and scientific research ability; and the outstanding needs of key teachers with more than 10 years of teaching age are to achieve a breakthrough in professional development, stimulate work enthusiasm and alleviate job burnout. Finally, this study puts forward the following suggestions: in view of the common needs of teachers for quality evaluation, we should change the concept of evaluation and change from reward and punishment to the development of teachers. Change the feedback mechanism of evaluation and strengthen the development function of evaluation. Pay attention to teachers' self-evaluation and maintain teachers' main position. Optimize the link of evaluation and improve the actual effect of evaluation. In view of the outstanding needs of teachers at different stages of development, it is necessary to formulate open evaluation criteria to improve the appropriateness of evaluation, innovate the form of evaluation, realize the efficient use of garden-based resources, and create conditions to help teachers improve their quality by using the strength of educational experts.
【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：2509630
[Abstract]:Building a high quality teacher team is the key to realize the transformation from a big education country to an education power. Therefore, improving the quality level of teachers is the most important thing to deepen the education reform. Scientific evaluation of kindergarten teachers is an important condition to improve the overall quality of kindergarten teachers. Only by investigating the demand of kindergarten teacher quality evaluation can the kindergarten teacher quality evaluation be scientific and accurate. Therefore, the study of kindergarten teacher quality evaluation demand is the inherent requirement of kindergarten teacher quality improvement. In the early stage of this study, we made full use of the opportunity of the training of directors in Taiyuan in 2016, and conducted a pre-survey of six directors and five teachers who participated in the training, on the basis of which the research tools were modified and improved. The formal investigation included 182 teachers and 18 middle-level managers (kindergarten nursing director, deputy director and director of kindergarten) who took part in the project of "training of transferred teachers in Shanxi kindergartens in 2016" and "key teachers visiting famous schools in rural kindergartens in Shanxi Province in 2016". The survey included 182 teachers and 18 middle-level managers (kindergarten nursing and education director, business deputy director and director). The quality evaluation needs of kindergarten teachers in Shanxi Province were investigated by means of literature, questionnaire and interview. Through the collation and analysis of the survey results, this study draws two conclusions. On the one hand, kindergarten teachers have a universal demand for quality evaluation. These common needs are manifested in three aspects: first, to enhance the position of teachers in the evaluation of teacher quality; second, teachers hope to strengthen the relationship between teacher quality evaluation and teachers' professional development; third, to strengthen the effectiveness of teacher quality evaluation. On the other hand, teachers in different stages of development have their own needs for teacher quality evaluation. The outstanding demand of novice teachers whose teaching age is less than 5 years is to help them adapt to their posts smoothly; for mature teachers whose teaching age is 6-10 years, their outstanding needs are to help them improve their educational and scientific research ability; and the outstanding needs of key teachers with more than 10 years of teaching age are to achieve a breakthrough in professional development, stimulate work enthusiasm and alleviate job burnout. Finally, this study puts forward the following suggestions: in view of the common needs of teachers for quality evaluation, we should change the concept of evaluation and change from reward and punishment to the development of teachers. Change the feedback mechanism of evaluation and strengthen the development function of evaluation. Pay attention to teachers' self-evaluation and maintain teachers' main position. Optimize the link of evaluation and improve the actual effect of evaluation. In view of the outstanding needs of teachers at different stages of development, it is necessary to formulate open evaluation criteria to improve the appropriateness of evaluation, innovate the form of evaluation, realize the efficient use of garden-based resources, and create conditions to help teachers improve their quality by using the strength of educational experts.
【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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