【摘要】： 教師專業(yè)發(fā)展的最終目的是學(xué)生成長。眾所周知，幼兒教育在終身教育中有著不可忽視的作用，幼兒教師是連接課程和幼兒之間的一座極其重要的橋梁，因此，幼兒教師在人一生發(fā)展中的作用不言而喻，研究如何促進(jìn)幼兒教師的專業(yè)發(fā)展可以說是刻不容緩。 幼兒教師的專業(yè)發(fā)展現(xiàn)狀如何呢?幼兒教師的專業(yè)發(fā)展又和什么因素有關(guān)呢?基于這兩個問題，，筆者借鑒已有的幼兒教師專業(yè)發(fā)展的理論研究基礎(chǔ)上，運用文獻(xiàn)研究、問卷調(diào)查等方法，對珠海市幼兒教師專業(yè)發(fā)展的現(xiàn)狀進(jìn)行調(diào)查。調(diào)查從幼兒教師的職業(yè)觀念、職業(yè)行為、職業(yè)滿意度和需求、幼兒教師培訓(xùn)情況、幼兒園評價制度和幼兒園的教研激勵制度六方面考察珠海市幼兒教師專業(yè)發(fā)展的現(xiàn)狀及存在的問題，尋找了幼兒教師基本情況與專業(yè)發(fā)展情況的相關(guān)關(guān)系，并提出了相應(yīng)的建議。 本次調(diào)查的結(jié)果大體如下：珠海市幼兒教師隊伍年輕化，大專以上學(xué)歷的教師占全體教師的76.1％，大部分幼兒教師工資低于珠海市在崗職工平均工資，幼兒教師隊伍極不穩(wěn)定。幼兒教師選擇這一職業(yè)都比較主動，對于幼兒教師的形象認(rèn)識已經(jīng)從奉獻(xiàn)型、權(quán)威型轉(zhuǎn)變成為專家型和服務(wù)。幼兒教師樂于參加專業(yè)發(fā)展活動，但是，教師反思比較被動，教學(xué)獨立性不強，幼兒教師對職業(yè)生涯規(guī)劃了解不多，職業(yè)發(fā)展處于盲目狀態(tài)。不少幼兒教師對自己的專業(yè)成長比較自信，但是，工作負(fù)擔(dān)重、對研究方法掌握不多及教研沒有實質(zhì)性的回報等因素影響教師開展教研活動。珠海市幼兒園的培訓(xùn)在“改進(jìn)了教學(xué)方法”、“提高了工作效率”和“提高了研究能力”等方面讓多數(shù)的教師覺得滿意。但是，幼兒園相關(guān)培訓(xùn)還存在培訓(xùn)機會太少、培訓(xùn)模式陳舊、培訓(xùn)與工作實際矛盾大等不足。幼兒園在評價教師時主要目的是判斷教師的發(fā)展需求，評價主體是多元化的。幼兒園的教研激勵制度對于超過半數(shù)的教師沒有吸引力。在幼兒教師基本情況與專業(yè)發(fā)展情況的相關(guān)關(guān)系分析中發(fā)現(xiàn)：“是否會再選擇當(dāng)幼師”和“教學(xué)獨立性”、“最高學(xué)歷”、“對培訓(xùn)滿意度”有顯著的相關(guān)關(guān)系�！敖虒W(xué)獨立性”與“反思行為”、“工資”有顯著的正相關(guān)。幼兒教師的年齡、教齡、職稱和專業(yè)發(fā)展情況沒有顯著相關(guān)。 針對調(diào)查的結(jié)果和對存在問題的分析，本文提出了：提高教師自身素質(zhì)；改善幼兒園管理；為幼兒教師提供教育、教研的相關(guān)指導(dǎo)；增加培訓(xùn)機會，改進(jìn)培訓(xùn)方式和內(nèi)容等幾方面的建議，以期為幼兒園及相關(guān)部門促進(jìn)教師專業(yè)發(fā)展的工作提供參考。
[Abstract]:The ultimate goal of teacher professional development is the growth of students. As we all know, early childhood education plays an important role in lifelong education, and early childhood teachers are an extremely important bridge between curriculum and children. Therefore, the role of early childhood teachers in the development of human life is self-evident. It is urgent to study how to promote the professional development of preschool teachers. What is the current situation of preschool teachers' professional development? What factors does the professional development of preschool teachers have to do with it? Based on these two problems, based on the theoretical research of preschool teachers' professional development, the author investigates the present situation of teachers' professional development in Zhuhai by means of literature research and questionnaire survey. A survey was conducted on the professional concept, professional behavior, job satisfaction and needs of preschool teachers, and the training of preschool teachers. The evaluation system of kindergarten and the incentive system of teaching and research in kindergartens are reviewed in six aspects. The present situation and existing problems of professional development of preschool teachers in Zhuhai are investigated, and the correlation between the basic situation of preschool teachers and the situation of professional development is found. The corresponding suggestions are put forward. The results of this survey are as follows: the young teachers in Zhuhai City are young, teachers with college education or above account for 76.1% of all teachers, and the salaries of most preschool teachers are lower than the average wages of the employed workers in Zhuhai. The ranks of preschool teachers are extremely unstable. Preschool teachers are more active in choosing this profession. The image of preschool teachers has changed from dedication and authority to expert and service. Preschool teachers are willing to participate in professional development activities, but teachers' reflection is passive, teaching independence is not strong, preschool teachers do not know much about career planning, and career development is in a blind state. Many preschool teachers are more confident about their professional growth, but the heavy burden of work, lack of knowledge of research methods and lack of substantial return on teaching and research factors affect teachers to carry out teaching and research activities. Most teachers are satisfied with the training of Zhuhai kindergarten in the aspects of "improved teaching methods", "improved working efficiency" and "improved research ability". However, there are too few training opportunities, old training model and big contradiction between training and work practice. The main purpose of kindergarten evaluation is to judge teachers' development needs, and the main body of evaluation is diversified. Kindergarten's teaching and research incentive system is not attractive to more than half of teachers. Based on the analysis of the correlation between the basic situation of preschool teachers and the professional development, the author finds that there is a significant correlation between "will choose to be a kindergarten teacher", "teaching independence", "the highest educational level" and "satisfaction with training". There is a significant positive correlation between "teaching independence" and "reflective behavior" and "salary". There was no significant correlation between age, teaching age, professional title and professional development of preschool teachers. Based on the results of the investigation and the analysis of the existing problems, this paper puts forward the following points: to improve the teachers' own quality, to improve the kindergarten management, to provide the relevant guidance for the preschool teachers' education, teaching and research; To increase training opportunities, improve training methods and content and other aspects of suggestions, in order to provide reference for kindergarten and related departments to promote the professional development of teachers.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G615

【引證文獻(xiàn)】

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本文編號：2394661