【摘要】：近年來,尤其是2010年教育部頒布《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010—2020)》以來,學(xué)前教育日益被人們關(guān)注。教師質(zhì)量是學(xué)前教育質(zhì)量的生命線和支柱。隨著學(xué)前教育的快速發(fā)展和人們對高質(zhì)量學(xué)前教育需求的日益加大,新世紀(jì)對教師的專業(yè)素養(yǎng)也提出了更高的要求。各地按照國務(wù)院關(guān)于當(dāng)前發(fā)展學(xué)前教育的總體要求和部署,把大力發(fā)展學(xué)前教育,作為貫徹落實《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020)》,推進新時期教育事業(yè)科學(xué)發(fā)展的突破口和重要任務(wù)。加強學(xué)前教師隊伍建設(shè)提高幼兒教師隊伍的整體質(zhì)量,是學(xué)前教育快速健康發(fā)展的根本保障,是滿足人們?nèi)找嬖鲩L的對高質(zhì)量學(xué)前教育需求的關(guān)鍵舉措。因此,關(guān)注幼兒教師的專業(yè)發(fā)展,采取多種措施促進幼兒教師的專業(yè)發(fā)展,是提高學(xué)前教育質(zhì)量,保障學(xué)前教育可持續(xù)發(fā)展的關(guān)鍵。而新手幼兒教師,入職后會較老教師面臨更多的問題,這就更需要我們關(guān)注新手幼兒教師,關(guān)注他們的發(fā)展。 本研究以一位入職不滿三年的幼兒教師作為研究對象,在課題研究中,研究者與研究對象通過多種互動方式,獲得了包括教學(xué)案例、教師教案、教師反思日記以及訪談等原始資料,通過研究者的篩選,最后整理出和本研究相關(guān)度較高的11個課堂案例、不同時期的訪談記錄以及教師反思日記作為本研究的資料。依據(jù)葉瀾的“自我更新取向”教師專業(yè)發(fā)展階段論以及張燕、顧永芳關(guān)于幼兒教師專業(yè)發(fā)展的研究結(jié)論,分析原始資料。本研究從橫向和縱向兩個維度分析L教師在不同階段自我專業(yè)發(fā)展意識的特點。橫向上,以某個時段為基礎(chǔ),靜態(tài)描述L教師的自我專業(yè)發(fā)展意識在某階段的具體表現(xiàn)和特點；縱向上,把L教師在不同時段的表現(xiàn)和特點串起來,通過比較不同時段的特點,呈現(xiàn)L教師的自我專業(yè)發(fā)展意識隨著時間的推移的動態(tài)演變。研究結(jié)果顯示：參加課題研究前(入職半年)L教師處于“生存關(guān)注”階段,她能清晰意識到自己面臨的困難和挑戰(zhàn),受主觀因素和客觀因素的影響L教師獲得了較積極的自我認(rèn)識和評價；參加課題研究后,L教師也逐漸過渡到初級的“任務(wù)關(guān)注階段”,由此關(guān)注的重點也由最初的“我如何生存”到“我如何更好地生存”,而且還具有了清晰的問題意識,并能主動尋求專業(yè)發(fā)展,但動力主要來源于外部。最后,本研究在對L教師深入研究的基礎(chǔ)上,從教師自身的角度,提出了幾點關(guān)于如何增強幼兒教師的自我專業(yè)發(fā)展意識,主動尋求專業(yè)發(fā)展的建議。
[Abstract]:In recent years, especially since the Ministry of Education issued the outline of National medium and long term Education Reform and Development Program (2010-2020) in 2010, preschool education has been paid more and more attention. Teacher quality is the lifeline and pillar of preschool education quality. With the rapid development of preschool education and the increasing demand for high-quality preschool education, the new century has put forward higher requirements for teachers' professional accomplishment. In accordance with the general requirements and arrangements of the State Council for the current development of preschool education, all localities will vigorously develop pre-school education. As a breakthrough and important task in carrying out the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and promoting the scientific development of education in the new period. Strengthening the construction of preschool teachers and improving the overall quality of preschool teachers is the fundamental guarantee for the rapid and healthy development of preschool education and the key measure to meet the increasing demand for high-quality preschool education. Therefore, it is the key to improve the quality of preschool education and ensure the sustainable development of preschool education by paying attention to the professional development of preschool teachers and taking various measures to promote the professional development of preschool teachers. The novice preschool teachers will face more problems than the old teachers, which requires us to pay more attention to the novice preschool teachers and their development. In this study, an infant teacher with less than three years in service was taken as the research object. In the course of the research, the researcher and the research object obtained the teaching case and the teacher's teaching plan through a variety of interactive ways. Through the screening of researchers, 11 classroom cases with high correlation with this study, interview records of different periods and teachers' reflective diaries as the data of this study are presented. According to Ye Lan's "self-renewal orientation" theory of teacher's professional development stage and the conclusion of Zhang Yan and Gu Yongfang's research on preschool teacher's professional development, the original data are analyzed. This study analyzes the characteristics of L teachers' self-professional development consciousness in different stages from horizontal and vertical dimensions. Horizontally, on the basis of a certain period, static description of L teachers' self-professional development consciousness in a certain stage of the specific performance and characteristics; vertically, L teachers in different periods of time performance and characteristics together, by comparing the characteristics of different periods, Presents the L teacher's self-professional development consciousness with the passage of time the dynamic evolution. The results show that: before participating in the project (half a year), the teacher was in the stage of "survival concern", and she was able to be aware of the difficulties and challenges she was facing. Influenced by subjective factors and objective factors, L teachers get more positive self-knowledge and evaluation, and after participating in the research, teachers also gradually transition to the primary stage of "task concern". The focus is from "how do I survive" to "how to survive better", and also has a clear awareness of the problem, and can actively seek professional development, but the main motivation is from the outside. Finally, based on the in-depth study of L teachers and from the perspective of teachers themselves, this study puts forward some suggestions on how to enhance teachers' awareness of self-professional development and actively seek professional development.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G615

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