發(fā)布時(shí)間：2018-06-25 20:10

  本文選題：實(shí)習(xí)教師 + 指導(dǎo)教師　； 參考：《南京師范大學(xué)》2008年碩士論文

【摘要】： 教育實(shí)習(xí)是作為準(zhǔn)教師的實(shí)習(xí)教師進(jìn)入職場(chǎng)的必經(jīng)階段。在整個(gè)教育實(shí)習(xí)過(guò)程中,每個(gè)實(shí)習(xí)教師都會(huì)有相應(yīng)的指導(dǎo)教師對(duì)其進(jìn)行實(shí)習(xí)指導(dǎo)。指導(dǎo)教師是實(shí)習(xí)教師在幼兒園教育實(shí)習(xí)過(guò)程中的重要他人,實(shí)習(xí)教師與指導(dǎo)教師之間的互動(dòng)也是幼兒園師師互動(dòng)的一種類(lèi)型。教育實(shí)習(xí)的成功與否很大程度上受到實(shí)習(xí)教師與指導(dǎo)教師互動(dòng)狀況的影響。但是目前對(duì)其進(jìn)行的系統(tǒng)研究相對(duì)較少,本研究旨在對(duì)實(shí)習(xí)教師與指導(dǎo)教師之間的互動(dòng)行為進(jìn)行研究,不僅可以為教師的職業(yè)發(fā)展研究提供新的視角,而且有助于豐富幼兒園人際互動(dòng)行為的研究。 本研究借助訪談、現(xiàn)場(chǎng)觀察的研究方法,對(duì)實(shí)習(xí)教師與指導(dǎo)教師之間的互動(dòng)行為主題、互動(dòng)歷程、以及影響他們互動(dòng)的因素進(jìn)行了深入的分析。 研究者通過(guò)一個(gè)個(gè)案來(lái)展示實(shí)習(xí)教師與指導(dǎo)教師的互動(dòng)歷程,并依據(jù)實(shí)習(xí)教師與指導(dǎo)教師在互動(dòng)歷程中所展現(xiàn)出的不同互動(dòng)特征將此歷程劃分為三個(gè)時(shí)期,分別是“認(rèn)識(shí)適應(yīng)期”、“教學(xué)互動(dòng)期”、“反思總結(jié)期”。 研究者對(duì)收集到的245個(gè)實(shí)習(xí)教師與指導(dǎo)教師互動(dòng)的案例進(jìn)行了分析,從而歸納出了十三種互動(dòng)行為主題,其中由實(shí)習(xí)教師開(kāi)啟的互動(dòng)行為主題有六種,由指導(dǎo)教師開(kāi)啟的互動(dòng)行為主題有七種,并對(duì)實(shí)習(xí)教師與指導(dǎo)教師互動(dòng)行為主題的特點(diǎn)進(jìn)行了分析。 研究者通過(guò)對(duì)八名實(shí)習(xí)教師與四名指導(dǎo)教師的訪談得出了影響雙方之間互動(dòng)的八個(gè)因素,分別是:個(gè)人特質(zhì)、溝通、角色的定位、年齡差距、專業(yè)背景、性別、關(guān)鍵事件、其他人員的因素。 最后,基于以上的研究結(jié)果,研究者對(duì)實(shí)習(xí)教師與指導(dǎo)教師、師范院校、實(shí)習(xí)園三方提出了一些與本研究相關(guān)的建議。
[Abstract]:Educational practice is a necessary stage for prospective teachers to enter the workplace. In the whole process of teaching practice, each intern teacher will have the corresponding instruction teacher to carry on the practice instruction to it. Instruction teacher is an important other person in the process of teaching practice in kindergarten, and the interaction between intern teacher and instruction teacher is also a type of interaction between kindergarten teacher and teacher. To a great extent, the success of educational practice is influenced by the interaction between intern teachers and guidance teachers. However, there are relatively few systematic studies on it. The purpose of this study is to study the interaction between intern teachers and guidance teachers, which can not only provide a new perspective for the study of teachers' career development. Moreover, it is helpful to enrich the research of interpersonal interaction behavior in kindergartens. With the help of interviews and on-the-spot observation, this study makes a deep analysis of the theme, the course of interaction and the factors that affect the interaction between intern teachers and teachers. Through a case study, the researcher demonstrates the interaction between the intern teacher and the guidance teacher, and divides the process into three periods according to the different interactive characteristics of the intern teacher and the guidance teacher. They are the period of cognition adaptation, the period of teaching interaction and the period of reflection and summary. The researchers analyzed 245 cases of interaction between intern teachers and instructors, and concluded 13 kinds of interactive behavior themes, six of which were initiated by intern teachers. There are seven kinds of interactive behavior themes, and the characteristics of intern teachers and teachers' interactive behaviors are analyzed. Through interviews with eight intern teachers and four guidance teachers, the researchers obtained eight factors that affect the interaction between the two sides, namely: personal traits, communication, role orientation, age gap, professional background, gender, key events. Factors for other personnel Finally, based on the above research results, the researcher puts forward some suggestions on intern teachers and guidance teachers, teachers colleges and practice gardens.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 李娟;促進(jìn)教師觀察了解兒童學(xué)習(xí)與發(fā)展水平的研究[D];華東師范大學(xué);2011年

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本文編號(hào)：2067328