本文選題：配班教師　切入點(diǎn)：合作　出處：《西北師范大學(xué)》2005年碩士論文　論文類型：學(xué)位論文

【摘要】：現(xiàn)代教育是一種集體協(xié)調(diào)性很強(qiáng)的職業(yè)勞動(dòng)。從學(xué)校內(nèi)部來看,需要全體教職員工與學(xué)生互相幫助、團(tuán)結(jié)一致,齊心協(xié)力去實(shí)現(xiàn)教育目標(biāo)。隨著課程內(nèi)涵的擴(kuò)大,統(tǒng)合的、整體的課程視角逐漸取代了分科的、單向的課程視角;人們對(duì)課程發(fā)展的理解也已遠(yuǎn)遠(yuǎn)超出一種單純的“技術(shù)性”工作,而傾向于從不同的層次或種類、相關(guān)的團(tuán)體與利益、背景與支持等多種角度更為全面地分析課程發(fā)展問題。因此教師與課程發(fā)展的關(guān)系也有了根本性的變化:教師不再只是教育內(nèi)容的“被動(dòng)傳遞者”,而是一個(gè)主動(dòng)的調(diào)適者,甚至研究者、創(chuàng)造者。但教師個(gè)人的專業(yè)知識(shí)、經(jīng)驗(yàn)或能力畢竟是有限的,為了在教學(xué)中實(shí)現(xiàn)教育內(nèi)容的整合,不同學(xué)科、不同年級(jí)、不同班級(jí)的教師打破分割,走向合作是必然的。 因?yàn)榻逃龑?duì)象的特殊性;幼兒園各年齡班配置兩位教師和一位保育員,三人共同承擔(dān)班級(jí)保教工作。因此,保教人員之間的合作關(guān)系會(huì)直接影響班級(jí)的教育質(zhì)量。從這個(gè)制度的本義來看,幼兒教師必須采用合作的工作方式,而非普通教師慣用的個(gè)人工作方式來處理班級(jí)問題。 以社會(huì)心理學(xué)、教育學(xué)、管理學(xué)的相關(guān)理論為依據(jù),本文對(duì)配班教師的合作現(xiàn)狀進(jìn)行了調(diào)查和探討。全文的主體由現(xiàn)狀調(diào)查和個(gè)人思考兩部分組成。第一部分對(duì)配班現(xiàn)狀的調(diào)查主要分為兩個(gè)階段:其一,組班過程,主要涉及四個(gè)方面的問題:①現(xiàn)存的幾種選聘方法;②家長,教師,園長在優(yōu)化組合問題上的異同點(diǎn);③園長在選聘過程中遇到的難題和處理方法。④教師個(gè)體因素對(duì)配班的影響。其二,合作過程。從行為產(chǎn)生的原因上,將配班教師的合作劃分為兩類:①制度上規(guī)定配班教師一起完成的工作;②配班教師在教學(xué)活動(dòng)中的合作行為。對(duì)配班教師不同的合作行為中所反映出的問題進(jìn)行分析和總結(jié)。就以上兩個(gè)階段來看,前一階段以靜態(tài)分析為主,概括了可能會(huì)影響合作的因素。后一階段從動(dòng)態(tài)考察中,對(duì)于合作存在的問題加以分析。論文的第二部分內(nèi)容主要是在經(jīng)過對(duì)現(xiàn)狀的調(diào)查后,本人對(duì)配班教師合作關(guān)系的一些思考。首先是對(duì)配班屬性的思考;其次借助團(tuán)體動(dòng)力學(xué)的方法分析和說明怎樣才能促使配班教師在教學(xué)活動(dòng)中發(fā)揮合力作用,并結(jié)合配班教師工作行為范式研究來說明保教人員如何在班級(jí)中將研究和工作結(jié)合起來。教師個(gè)人的合作意識(shí)、園長的管理模式、管理觀念都會(huì)直接影響到配班教師的合作。
[Abstract]:Modern education is a kind of professional labor with strong collective coordination. From the point of view of the school, it is necessary for all teaching staff and students to help each other, unite and make concerted efforts to achieve the educational goal. The overall curriculum perspective has gradually replaced the divisional, one-way curriculum perspective, and people's understanding of curriculum development has gone far beyond a simple "technical" work, and tends to be based on different levels or types of related groups and interests. Therefore, the relationship between teachers and curriculum development also has a fundamental change: teachers are no longer just "passive communicators" of educational content, but are active adaptors. Even researchers, creators, but teachers' personal professional knowledge, experience or ability are limited after all. In order to achieve the integration of educational content in teaching, teachers in different subjects, different grades, different classes break down the division, Cooperation is inevitable. Because of the particularity of the educational object, there are two teachers and one nurse in each age class of the kindergarten, and the three people are jointly responsible for the class care work. The cooperative relationship among the teaching staff will directly affect the quality of class education. From the essence of this system, the kindergarten teachers must adopt the cooperative working mode, not the personal working method used by the ordinary teachers to deal with the class problems. Based on the relevant theories of social psychology, pedagogy and management, The main body of this paper is composed of two parts: current situation investigation and personal thinking. The first part is mainly divided into two stages: first, the process of class formation. Mainly related to four aspects of the problem: 1. The existing methods of selecting and recruiting parents and teachers. The similarities and differences of the Chief of the Garden in the problem of optimizing the combination 3 the difficulties encountered by the Chief of the Garden in the process of selecting and appointing and the methods of dealing with the influence of the individual factors of the teacher on the allocation of classes. Second, the process of cooperation. The cooperation of class teacher is divided into two types: the work that class teacher accomplishes together in the system of 1: 1 and the cooperative behavior of class teacher in teaching activities. The problems reflected in the different cooperative behavior of class teacher are divided. Analysis and summary. From the above two stages, The first stage is based on static analysis, which summarizes the factors that may affect the cooperation. In the latter stage, the problems existing in the cooperation are analyzed from the dynamic investigation. The second part of the paper is mainly after the investigation of the status quo. I have some thoughts on the cooperative relationship of class allocation teachers. Firstly, I think about the attributes of class allocation. Secondly, I use the method of group dynamics to analyze and explain how to promote the teachers to play a joint role in the teaching activities. Combining with the study of the working behavior paradigm of class allocation teachers, this paper explains how teachers combine research and work in the class. The teachers' personal cooperation consciousness, the management mode of the school directors, and the management concept will directly affect the cooperation of the teachers in the class.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前7條

1 張瑩;園本課程開發(fā)實(shí)施中不同教齡教師課程領(lǐng)導(dǎo)力的實(shí)現(xiàn)[D];華東師范大學(xué);2011年

2 陶曉麗;我國中小學(xué)教師合作現(xiàn)存問題及對(duì)策研究[D];西南大學(xué);2007年

3 沈小婷;幼兒園課程園本化[D];西北師范大學(xué);2007年

4 袁媛;基于“協(xié)同教學(xué)”的韓國高中漢語語音教學(xué)研究[D];廣西師范大學(xué);2012年

5 孟蕾;小班英語浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2012年

6 朱玉;以班級(jí)為單位的幼兒教師群體關(guān)系研究[D];南京師范大學(xué);2012年

7 馬葉瓊;幼兒園教育活動(dòng)中教師合作的個(gè)案研究[D];東北師范大學(xué);2012年

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