發(fā)布時(shí)間：2018-03-19 11:23

  本文選題：幼兒園新手教師　切入點(diǎn)：教師實(shí)踐知識(shí)　出處：《河南大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 幼兒教師實(shí)踐知識(shí)是幼兒教師在日常教學(xué)活動(dòng)中形成對(duì)幼兒園教育教學(xué)活動(dòng)的個(gè)人化理解,對(duì)幼兒教師自身成長(zhǎng)有著重要的作用。關(guān)注幼兒園新手教師實(shí)踐知識(shí)的發(fā)展,有助于新手教師轉(zhuǎn)化自己所學(xué)的教育理論,積累教學(xué)的經(jīng)驗(yàn),促進(jìn)教師的成長(zhǎng)。 本研究在分析國(guó)內(nèi)外有關(guān)教師實(shí)踐知識(shí)研究的基礎(chǔ)上,梳理了教師實(shí)踐知識(shí)的相關(guān)概念、理論,提出了研究的問題：即幼兒園新手教師實(shí)踐知識(shí)的基本內(nèi)容及影響新手教師實(shí)踐知識(shí)形成與發(fā)展的因素。本研究以質(zhì)性研究為取向,采用訪談法、觀察法、文本分析法等方法,對(duì)J幼兒園W老師進(jìn)行了為期2個(gè)月的跟蹤觀察,從W老師日常教學(xué)活動(dòng),教育教學(xué)反思與日志等方面收集相關(guān)資料,從新手教師實(shí)踐知識(shí)的基本內(nèi)容和影響因素方面對(duì)W老師的實(shí)踐知識(shí)進(jìn)行了初步研究。 通過(guò)對(duì)幼兒園新手教師的研究,筆者提出如下的一些初步結(jié)論：1.幼兒園新手教師雖然初為人師,但是她們?nèi)匀挥幸徊糠殖蔀檎嬲處熕仨毜膶?shí)踐知識(shí)；2.相對(duì)于老教師而言,幼兒園新手教師在某種程度上有更強(qiáng)烈的獲取知識(shí)的愿望；3.日常教學(xué)經(jīng)驗(yàn)與反思是影響幼兒園新手教師實(shí)踐知識(shí)形成的關(guān)鍵因素；4.從實(shí)踐知識(shí)內(nèi)容變化上來(lái)講,班級(jí)管理知識(shí)和幼兒園保育教育知識(shí)的變化最大；5.從新手教師實(shí)踐知識(shí)的關(guān)注點(diǎn)來(lái)看,新手教師由任教初期更多關(guān)注自身任務(wù)的完成到后來(lái)慢慢轉(zhuǎn)向關(guān)注幼兒的興趣和需要。 在此基礎(chǔ)之上,本研究提出如下的建議：1.對(duì)幼兒園新手教師來(lái)講要正確對(duì)待初為人師期間的教學(xué)困境及所遭遇的現(xiàn)實(shí)沖突,堅(jiān)持進(jìn)行日常的教學(xué)反思與教學(xué)研究,提升個(gè)人的教學(xué)經(jīng)驗(yàn),順利實(shí)現(xiàn)由學(xué)生到真正教師的過(guò)度；2.對(duì)幼兒園來(lái)講,要給新手教師提供支持的環(huán)境及有利于新手教師實(shí)踐知識(shí)發(fā)展所需的時(shí)間、空間和機(jī)會(huì)：3.對(duì)師資培訓(xùn)機(jī)構(gòu)來(lái)講,在理論教學(xué)過(guò)程中要加強(qiáng)幼兒園班級(jí)管理和幼兒園保育工作方面的知識(shí),除此之外要給學(xué)前教育專業(yè)的學(xué)生提供更多連續(xù)性的實(shí)際教學(xué)的機(jī)會(huì)。這樣有利于幼兒園新手教師形成獨(dú)特的教師實(shí)踐知識(shí),進(jìn)而實(shí)現(xiàn)新手教師的更快成長(zhǎng)。
[Abstract]:The practical knowledge of kindergarten teachers is a personal understanding of kindergarten education and teaching activities, which plays an important role in the growth of kindergarten teachers. It is helpful for novice teachers to transform their own educational theories, accumulate teaching experience and promote teachers' growth. On the basis of analyzing the research of teachers' practical knowledge at home and abroad, this study combs the related concepts and theories of teachers' practical knowledge. The basic contents of practical knowledge of novice kindergarten teachers and the factors influencing the formation and development of practical knowledge of novice teachers are put forward. W teacher in J Kindergarten was followed up for 2 months. Relevant data were collected from teacher W's daily teaching activities, education and teaching reflection and log, etc. This paper makes a preliminary study on teacher W's practical knowledge from the aspects of the basic content and influencing factors of novice teachers' practical knowledge. Through the study of kindergarten novice teachers, the author puts forward some preliminary conclusions as follows: 1.Although new kindergarten teachers are new teachers, they still have some practical knowledge necessary for them to become real teachers. Kindergarten novice teachers have a stronger desire to acquire knowledge to a certain extent 3.Daily teaching experience and reflection are the key factors influencing the formation of practical knowledge of kindergarten novice teachers. From the point of view of the concern of novice teachers' practical knowledge, novice teachers pay more attention to the completion of their own tasks at the beginning of teaching and gradually turn to the interests and needs of young children. On this basis, this study puts forward the following suggestions: 1.To the novice kindergarten teachers, we should correctly deal with the teaching difficulties and the realistic conflicts encountered during the period of being a new teacher, and insist on carrying out daily teaching reflection and teaching research. To improve personal teaching experience and realize the transition from students to real teachers 2. For kindergarten, it is necessary to provide a supportive environment for novice teachers and the time needed to facilitate the development of novice teachers' practical knowledge. Space and opportunity: 3. For teacher training institutions, we should strengthen the knowledge of kindergarten class management and nursery care in the course of theoretical teaching. In addition, it is necessary to provide more continuous practical teaching opportunities for students majoring in preschool education, which is conducive to the formation of unique practical knowledge of kindergarten teachers and the realization of faster growth of new teachers.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王金華;;樹立正確的家長(zhǎng)觀 使幼兒園家長(zhǎng)工作規(guī)范化[J];現(xiàn)代企業(yè)教育;2012年01期

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本文編號(hào)：1634050