本文選題：人本主義 + 幼兒園教師　； 參考：《華東師范大學(xué)》2009年碩士論文

【摘要】： 幼兒園教師職后培訓(xùn)是幼兒教育改革、終身教育的社會(huì)必然,其直接關(guān)系到整個(gè)幼教事業(yè)的發(fā)展。文章在已有研究的基礎(chǔ)上,主要從人本主義理論的視角來(lái)審視幼兒園教師職后培訓(xùn)的問(wèn)題,構(gòu)建人本主義理論視角下幼兒園教師職后培訓(xùn)的價(jià)值取向,并從人本主義理論的視角提出幼兒園教師職后培訓(xùn)的轉(zhuǎn)型對(duì)策。 論文以山西省在職教師為研究對(duì)象進(jìn)行了分析。第一章緒論主要介紹了問(wèn)題的提出和研究設(shè)計(jì)。第二章是對(duì)人本主義理論和幼兒園教師職后培訓(xùn)的文獻(xiàn)綜述,并提出幼兒園教師職后培訓(xùn)的人本主義理論思考。 第三章在問(wèn)卷調(diào)查和訪談基礎(chǔ)上對(duì)幼兒園教師職后培訓(xùn)的問(wèn)題進(jìn)行人本主義分析。主要從幼兒園教師職后培訓(xùn)的基本現(xiàn)狀、幼兒園教師職后培訓(xùn)的目的、內(nèi)容、方式、時(shí)間、評(píng)價(jià)、管理等方面入手進(jìn)行了詳盡的問(wèn)題分析。在此基礎(chǔ)上,第四章分析人本主義理論視角下幼兒園教師職后培訓(xùn)的價(jià)值取向,系統(tǒng)地闡述了以教師為本、情智一體、與教師需求相一致、以教師自我實(shí)現(xiàn)為目的的人本主義培訓(xùn)價(jià)值取向。 在以上章節(jié)分析的基礎(chǔ)上,第五章提出人本主義理論視角下幼兒園教師職后培訓(xùn)轉(zhuǎn)型對(duì)策。從社會(huì)、機(jī)構(gòu)、教師三個(gè)方面進(jìn)行系統(tǒng)的闡述,社會(huì)對(duì)策中提出首先要加強(qiáng)培訓(xùn)的制度化建設(shè),這是進(jìn)行以人為本培訓(xùn)的前提條件,其次要營(yíng)造全社會(huì)關(guān)注的培訓(xùn)環(huán)境。機(jī)構(gòu)對(duì)策從幼兒園和社會(huì)培訓(xùn)機(jī)構(gòu)角度進(jìn)行分析,重點(diǎn)討論了幼兒園作為教師所在組織和培訓(xùn)機(jī)構(gòu)的對(duì)策,因?yàn)檎J(rèn)識(shí)到幼兒園是教師職后培訓(xùn)的主要載體和組織者。從營(yíng)造幼兒園以人為本的文化氛圍、實(shí)現(xiàn)園本培訓(xùn)向師本培訓(xùn)范式轉(zhuǎn)型、加強(qiáng)教師需要調(diào)查進(jìn)行以教師為本的培訓(xùn)規(guī)劃、加強(qiáng)教師培訓(xùn)情感的建設(shè)、實(shí)現(xiàn)培訓(xùn)自我實(shí)現(xiàn)目的、加強(qiáng)培訓(xùn)效果管理等六個(gè)方面進(jìn)行了對(duì)策性建議。社會(huì)培訓(xùn)機(jī)構(gòu)角度主要從加強(qiáng)調(diào)查研究、加強(qiáng)培訓(xùn)者的培訓(xùn)、實(shí)現(xiàn)培訓(xùn)模式的多樣化、加強(qiáng)培訓(xùn)后的追蹤管理、降低培訓(xùn)班級(jí)規(guī)模等五個(gè)方面進(jìn)行了對(duì)策性建議。最后從教師的角度進(jìn)行對(duì)策分析,認(rèn)為教師是培訓(xùn)的主體,教師應(yīng)從培訓(xùn)的權(quán)利、培訓(xùn)的主動(dòng)性、培訓(xùn)的系統(tǒng)計(jì)劃等方面加強(qiáng)主人翁意識(shí),使外在培訓(xùn)轉(zhuǎn)為內(nèi)在需求。 幼兒園教師職后培訓(xùn)不只是幼兒園的事情,它是集社會(huì)、機(jī)構(gòu)、教師于一體的系統(tǒng)工程,需要全社會(huì)的共同努力,從教師這一主體出發(fā),實(shí)現(xiàn)幼兒園教師職后培訓(xùn)水平的提高,使培訓(xùn)不僅收到良好的經(jīng)濟(jì)效益,更能收到良好的社會(huì)效益,使教師的素質(zhì)和水平得到切合實(shí)際的發(fā)展和提高,真正實(shí)現(xiàn)幼兒園教師職后培訓(xùn)朝著人性化方向轉(zhuǎn)型。
[Abstract]:Post-service training of kindergarten teachers is the reform of preschool education and the social necessity of lifelong education, which is directly related to the development of the whole preschool education. On the basis of existing research, this paper examines the problem of post-service training of kindergarten teachers from the perspective of humanism theory, and constructs the value orientation of post-service training of kindergarten teachers from the perspective of humanism theory. And from the view of humanism theory, the transformation countermeasures of post-service training of kindergarten teachers are put forward. This paper takes the teachers in Shanxi Province as the research object. In the first chapter, the introduction mainly introduces the question raising and the research design. The second chapter is a literature review of humanism theory and post-service training of kindergarten teachers, and puts forward the humanistic theory of post-service training of kindergarten teachers. The third chapter carries on the humanism analysis to the kindergarten teacher post-service training on the basis of questionnaire and interview. This paper mainly analyzes the basic situation of post-service training of kindergarten teachers, the purpose, content, method, time, evaluation and management of post-service training of kindergarten teachers. On this basis, the fourth chapter analyzes the value orientation of post-service training of kindergarten teachers from the perspective of humanism theory, and systematically expounds the teacher-oriented, emotional and intellectual integration, which is consistent with the needs of teachers. The value orientation of humanism training aiming at teachers' self-realization. On the basis of the above chapters, the fifth chapter puts forward the countermeasures of post-service training of kindergarten teachers from the perspective of humanism. From three aspects of society, institution and teacher, it is proposed that the first step is to strengthen the systematization of training, which is the precondition of people-oriented training, and the second is to create a training environment that the whole society pays attention to. The institutional countermeasures are analyzed from the angle of kindergarten and social training institution, and the countermeasures of kindergarten as the organization and training institution of teachers are discussed, because it is recognized that kindergarten is the main carrier and organizer of teachers' post-service training. From constructing the cultural atmosphere of humanism in kindergarten, realizing the transformation of training paradigm from garden based training to teacher-oriented training, strengthening teachers' needs investigation and carrying out teacher-oriented training planning, strengthening the construction of teachers' training emotion, and realizing the goal of self-realization of training. Strengthen the training effect management and so on six aspects carried on the countermeasure suggestion. From the point of view of social training institution, the author makes some suggestions from five aspects, such as strengthening investigation and research, strengthening the training of trainers, realizing the diversification of training mode, strengthening the tracking management after training, and reducing the size of the training class. Finally, from the perspective of teachers, the author thinks that teachers are the main body of training, and teachers should strengthen their sense of ownership from the aspects of training right, initiative and systematic plan of training, so as to turn external training into internal demand. The post-service training of kindergarten teachers is not only a matter of kindergarten, but also a systematic project that integrates society, institutions and teachers. It needs the joint efforts of the whole society to improve the level of post-service training of kindergarten teachers, starting from the subject of teachers. So that the training can not only receive good economic benefits, but also receive good social benefits, so that the quality and level of teachers can be developed and improved, and the post-service training of kindergarten teachers will be transformed towards humanization.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 劉曲;幼兒教師參與式培訓(xùn)的研究[D];華東師范大學(xué);2011年

2 王雅茹;幼兒園教師專業(yè)倫理的缺失與生成[D];浙江師范大學(xué);2011年

3 廉恒鼎;農(nóng)村寄宿制學(xué)校留守兒童的課余活動(dòng)研究[D];北京郵電大學(xué);2012年

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本文編號(hào)：1953103