本文選題：國培計(jì)劃 + 幼兒教師培訓(xùn)��； 參考：《河北師范大學(xué)》2013年碩士論文

【摘要】：幼兒教師的專業(yè)化發(fā)展是社會關(guān)注的一個熱點(diǎn)，幼兒教師職后參加培訓(xùn)學(xué)習(xí)越來越受到國家和社會的關(guān)注，而幼兒教師在培訓(xùn)中學(xué)習(xí)也成為教師專業(yè)化道路上的加油站。培訓(xùn)作為職后學(xué)習(xí)的重要形式無疑可以使教師在短時間內(nèi)收獲很多相關(guān)知識，但是在培訓(xùn)學(xué)習(xí)中，教師對培訓(xùn)內(nèi)容的掌握，對所學(xué)知識的應(yīng)用卻是一個難點(diǎn)。在相關(guān)的幼兒教師培訓(xùn)中，從課程設(shè)置、培訓(xùn)管理，，培訓(xùn)實(shí)效來講，實(shí)用性和理論學(xué)習(xí)難以有效結(jié)合，在學(xué)習(xí)過程中不能把理論學(xué)習(xí)和技能培訓(xùn)很好的相結(jié)合。培訓(xùn)機(jī)構(gòu)以多種形式來提供專業(yè)知識的學(xué)習(xí)，教師在學(xué)習(xí)過程中也應(yīng)該以多種途徑來豐富自己的理論知識和增強(qiáng)幼兒教師的教學(xué)技能。培訓(xùn)后在幼兒教師專業(yè)化發(fā)展也中反映出一些問題，最為突出的是教師在學(xué)習(xí)和應(yīng)用過程的脫節(jié)，表現(xiàn)為學(xué)到的東西難以內(nèi)化到自己的知識結(jié)構(gòu)中，學(xué)習(xí)到的知識內(nèi)化為自己的知識后，難以應(yīng)用到現(xiàn)實(shí)的教學(xué)環(huán)節(jié)當(dāng)中去。本文通過對的幼兒教師培訓(xùn)的管理和參與，試圖探索幼兒教師培訓(xùn)模式和幼兒教師在培訓(xùn)過程中理論知識與技能知識內(nèi)化為自己教師專業(yè)結(jié)構(gòu)的過程。通過對教師學(xué)習(xí)情況的觀察，對幼兒教師培訓(xùn)提出改善策略，為以后幼兒教師培訓(xùn)學(xué)習(xí)中教師知識內(nèi)化過程提供借鑒資料。分析影響教師知識內(nèi)化的因素，總結(jié)提出幼兒教師內(nèi)化的階段和條件。分析培訓(xùn)中的問題并提出優(yōu)化對策，為幼兒教師的專業(yè)發(fā)展指明調(diào)節(jié)前進(jìn)方向。本文主要分為六個部分： 第一部分對本次幼兒教師培訓(xùn)項(xiàng)目進(jìn)行概況介紹，了解培訓(xùn)課程、教學(xué)模式與學(xué)習(xí)模式。并且通過非結(jié)構(gòu)訪談和問卷的分析，了解本次來參加學(xué)習(xí)的幼兒教師的學(xué)習(xí)動因和傾向，并且進(jìn)行分析和說明。 第二部分說明本次培訓(xùn)中的知識類型主要是理論知識和技能知識，學(xué)習(xí)知識內(nèi)化的相關(guān)理論得出對教師知識內(nèi)化的啟示，借助理論總結(jié)幼兒教師知識內(nèi)化的價值取向。 第三部分通過對培訓(xùn)的觀察，介紹培訓(xùn)中理論學(xué)習(xí)、技能學(xué)習(xí)和實(shí)踐學(xué)習(xí)知識內(nèi)化的聯(lián)系和促進(jìn)教師知識內(nèi)化的途徑�？偨Y(jié)和梳理幼兒教師知識內(nèi)化的基本過程。 第四部分分析本次培訓(xùn)中的調(diào)查數(shù)據(jù)，說明培訓(xùn)情況和在培訓(xùn)過程中的知識學(xué)習(xí)和實(shí)踐應(yīng)用情況。分析影響教師知識內(nèi)化的因素，為分析教師知識內(nèi)化提供參考資料。 第五部分根據(jù)前四部分的總結(jié)和提煉，具體分析培訓(xùn)中的教師知識內(nèi)化條件和知識內(nèi)化的四個階段，提出知識內(nèi)化對教師專業(yè)成長的作用。 第六部分分析培訓(xùn)中所存在的問題，提出相應(yīng)的解決對策，為以后的培訓(xùn)提供解決方案。最后說明在培訓(xùn)中教師知識內(nèi)化自身觀念轉(zhuǎn)變的方法。
[Abstract]:The professional development of preschool teachers is a hot topic in the society. The country and society pay more and more attention to the preschool teachers' post-service training and learning, and the preschool teachers' learning has become a gas station on the path of teachers' specialization. Training as an important form of post-service learning can undoubtedly enable teachers to harvest a lot of relevant knowledge in a short period of time but in training learning it is difficult for teachers to master the training content and to apply the knowledge they have learned. In the related preschool teacher training, it is difficult to combine practicability and theory learning effectively from curriculum setting, training management and training effect, and can not combine theory learning and skill training very well in the learning process. Training institutions provide professional knowledge in various forms, and teachers should enrich their theoretical knowledge and enhance their teaching skills in the process of learning. After training, some problems are also reflected in the professional development of preschool teachers. The most prominent problem is the disconnection between the learning and application of teachers, which shows that what they have learned is difficult to internalize into their knowledge structure. After the internalization of the learning knowledge into their own knowledge, it is difficult to apply it to the actual teaching links. This paper attempts to explore the mode of early childhood teacher training and the process of internalizing the theoretical knowledge and skills knowledge into their own professional structure through the management and participation in the training of preschool teachers. Through the observation of the teachers' learning situation, the paper puts forward the improvement strategies for the early childhood teachers' training, and provides the reference materials for the teachers' knowledge internalization process in the later early childhood teachers' training and learning. This paper analyzes the factors influencing teachers' internalization of knowledge, and puts forward the stages and conditions of teachers' internalization. This paper analyzes the problems in the training and puts forward the optimization countermeasures to point out the direction of adjustment for the professional development of preschool teachers. This paper is divided into six parts: the first part is a brief introduction to the training project of early childhood teachers, to understand the training course, teaching model and learning model. And through the analysis of unstructured interview and questionnaire, to understand the learning motivation and tendency of the preschool teachers who come to participate in the learning. The second part explains that the types of knowledge in this training are mainly theoretical knowledge and skill knowledge, and the relevant theories of learning knowledge internalization draw inspiration to teachers' knowledge internalization. The third part, through the observation of training, introduces the relationship between theory learning, skill learning and practical learning knowledge internalization and the ways to promote teachers' knowledge internalization. The fourth part analyzes the investigation data in this training, and explains the situation of training and the knowledge learning and practical application in the process of training. The fifth part, according to the summary and extraction of the first four parts, analyzes the conditions of teachers' knowledge internalization and the four stages of knowledge internalization. The sixth part analyzes the problems existing in the training, puts forward the corresponding solutions, and provides solutions for the future training. Finally, the paper explains the methods of teachers' knowledge internalization in training.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G655.1

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