本文選題：蒙古族幼兒園　切入點：反思性實踐　出處：《內(nèi)蒙古師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 隨著時代、社會的發(fā)展和我國教師專業(yè)化水平的不斷提升以及幼教改革的深入進行,對幼兒教師的專業(yè)素質(zhì)提出了越來越高的要求。近些年,通過開展反思性實踐活動來培養(yǎng)反思型教師已被公認為是促進幼兒教師專業(yè)發(fā)展、提高幼兒教育質(zhì)量的必不可少的途徑,對于教育水平相對落后的民族地區(qū)幼兒教育事業(yè)來說,培養(yǎng)教師的反思能力就顯得更為重要了。有鑒于此,本文以內(nèi)蒙古自治區(qū)首府呼和浩特市現(xiàn)有的兩所蒙古族幼兒園的教師為研究對象,對她們開展反思性實踐的現(xiàn)狀進行了調(diào)查,并對存在的問題提出了有針對性的建議,希望以此為發(fā)展我市民族幼兒教育事業(yè)做出有益的探索。 本文主要由以下幾部分內(nèi)容組成: 第一部分在闡述了選題的緣起、選題的目的和意義的基礎(chǔ)上,對國內(nèi)外相關(guān)的研究成果進行了扼要說明,同時也指出其存在的不足并簡要介紹了本文的主要研究方法。 第二部分對反思性實踐運動形成的理論基礎(chǔ)擇其要者做了一番梳理,主要包括哲學(xué)、認知心理學(xué)、杜威、舍恩和批判理論對其的研究及所作的貢獻。 第三部分主要從幼兒教師反思性實踐的概念、特點、價值與途徑等方面對本文中有關(guān)幼兒教師反思性實踐的若干問題進行了說明。 第四部分主要介紹了本市的兩所蒙古族幼兒園教師開展反思性實踐活動的具體情況,為提出有針對性的建議奠定了基礎(chǔ)。 第五部分則分別從幼兒教師的職前教育、職后教育、建立幼兒教師專業(yè)發(fā)展學(xué)校以使職前教育與職后教育相溝通、加強與家長及社區(qū)的合作等角度提出了相應(yīng)的對策。
[Abstract]:With the development of society, the continuous improvement of teachers' professional level and the deepening of preschool education reform, the professional quality of preschool teachers has been demanded more and more high in recent years. Cultivating reflective teachers through reflective practical activities has been recognized as an indispensable way to promote the professional development of preschool teachers and improve the quality of early childhood education. It is more important to cultivate teachers' reflective ability. In view of this, this paper takes the teachers of two Mongolian kindergartens in Hohhot, the capital of Inner Mongolia Autonomous region, as the research objects. This paper makes an investigation on the present situation of their reflective practice, and puts forward some pertinent suggestions on the existing problems, hoping to make a beneficial exploration for the development of the national early childhood education in our city. This paper consists of the following parts:. In the first part, on the basis of expounding the origin, purpose and significance of the selected topic, the paper briefly explains the related research results at home and abroad, at the same time, points out its shortcomings and briefly introduces the main research methods of this paper. The second part combs the theoretical basis of reflective practice, including philosophy, cognitive psychology, Dewey, Shane and critical theory. In the third part, some problems about reflective practice of preschool teachers are explained in terms of the concept, characteristics, value and approaches of the reflective practice of preschool teachers. The 4th part mainly introduces the concrete situation of the reflective practical activities carried out by the teachers of the two Mongolian kindergartens in this city, which lays a foundation for putting forward targeted suggestions. In the 5th part, the corresponding countermeasures are put forward from the aspects of preschool teachers' pre-service education, post-service education, the establishment of preschool teachers' professional development schools to make the communication between pre-service education and post-vocational education, and the strengthening of cooperation with parents and communities.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G451.1

【引證文獻】

相關(guān)碩士學(xué)位論文 前4條

1 鎖馨;國際視域下實踐導(dǎo)向的教師培訓(xùn)研究[D];河南大學(xué);2011年

2 魯娜;蒙古族幼兒園辦園特色研究[D];內(nèi)蒙古師范大學(xué);2011年

3 孫燕;多元文化背景下民族院校教師專業(yè)發(fā)展研究[D];青海師范大學(xué);2011年

4 黃丹丹;民族地區(qū)農(nóng)村學(xué)前教育發(fā)展研究[D];廣西民族大學(xué);2012年

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本文編號：1626658