【摘要】： 教師問題在任何一個(gè)國家的教育改革中都起著至關(guān)重要的作用。幼兒園教育是學(xué)校教育和終身教育的奠基階段，因此如何進(jìn)一步改進(jìn)幼兒園教師培養(yǎng)的方式與途徑，提高幼兒園教師的專業(yè)水平，找到一條促進(jìn)幼兒園教師成長的最佳途徑，是人們十分關(guān)心的問題。 當(dāng)前，無論是國外的研究還是國內(nèi)的觀點(diǎn)，大家越來越認(rèn)同一個(gè)基本思想：幼兒園既是幼兒成長的場所，也是教師專業(yè)發(fā)展的基地。本研究著重考察當(dāng)前上海市幼兒園本位的教師培養(yǎng)的實(shí)踐情況，在取得第一手資料的基礎(chǔ)上提出可行性建議。 本項(xiàng)研究采用理論研究和實(shí)證研究相結(jié)合的方式，研究方法包括文獻(xiàn)研究、以實(shí)地觀察和訪談形式進(jìn)行的個(gè)案研究、問卷調(diào)查。既深入了解某一幼兒園的教師培養(yǎng)情況，同時(shí)又通過問卷了解一定數(shù)量的幼兒園實(shí)施情況，來考察現(xiàn)實(shí)中的幼兒園本位的教師培養(yǎng)狀況。 論文首先對幼兒園本位的教師培養(yǎng)進(jìn)行了概念界定；接著分析了幼兒園本位教師培養(yǎng)、教師專業(yè)發(fā)展、行動研究三者間的關(guān)系，提出教師專業(yè)發(fā)展是幼兒園本位的教師培養(yǎng)的目標(biāo)，行動研究是幼兒園本位的教師培養(yǎng)的基本方法；最后論文在對問卷和個(gè)案調(diào)查結(jié)果進(jìn)行總結(jié)的基礎(chǔ)上，揭示了當(dāng)前幼兒園本位教師培養(yǎng)中的經(jīng)驗(yàn)與局限，并提出了四點(diǎn)改進(jìn)措施。 論文提出，幼兒園教師的成長過程主要發(fā)生在她所任職的幼兒園，發(fā)生在日常的不斷工作實(shí)踐中，政府教育部門、教師教育機(jī)構(gòu)是促進(jìn)幼兒園教師成長的外部力量，，教師本人及其所任職的幼兒園必須發(fā)揮內(nèi)部力量的作用，只有這樣才更更有利于教師的發(fā)展。論文提出，在進(jìn)行幼兒園本位教師培養(yǎng)的過程中，要不斷改進(jìn)、創(chuàng)新幼兒園本位的教師培養(yǎng)的方式、途徑；同進(jìn)還需要教師本人走出教學(xué)的重復(fù)，不斷地反思和探究，進(jìn)行自我更新。
[Abstract]:The question of teachers plays a vital role in the educational reform in any country. Kindergarten education is the foundation stage of school education and lifelong education. Therefore, how to further improve the ways and means of training kindergarten teachers, improve the professional level of kindergarten teachers, and find the best way to promote the growth of kindergarten teachers, It is a matter of great concern. At present, no matter the foreign research or the domestic viewpoint, we more and more agree with a basic idea: kindergarten is not only the place where children grow up, but also the base of teachers' professional development. This study focuses on the current practice of kindergarten-based teacher training in Shanghai and puts forward some feasible suggestions on the basis of obtaining first-hand information. This study adopts the combination of theoretical research and empirical research. The research methods include literature research, case studies in the form of field observation and interviews, and questionnaires. Not only deeply understand the teacher training situation of a kindergarten, but also understand the implementation of a certain number of kindergartens through questionnaires, to investigate the status of kindergarten based teacher training in reality. Firstly, the paper defines the concept of kindergarten based teacher training. Then it analyzes the relationship among teachers' training, teacher professional development and action research, and points out that teacher professional development is the goal of kindergarten based teacher training, and action research is the basic method of kindergarten based teacher training. Finally, based on the conclusion of questionnaire and case investigation, the paper reveals the experience and limitation in the training of kindergarten teachers, and puts forward four measures to improve it. The paper puts forward that the growth process of kindergarten teachers mainly takes place in the kindergarten where she works, and in the daily continuous work practice. The government education department and teacher education institutions are the external forces to promote the growth of kindergarten teachers. Teachers themselves and their kindergartens must play an internal role, only in this way more conducive to the development of teachers. The paper puts forward that in the course of training kindergarten teachers, we should constantly improve and innovate the ways and means of training kindergarten teachers. It also needs teachers themselves to go out of the repetition of teaching, constantly reflect and explore, and carry out self-renewal.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2003
【分類號】：G610

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉晶波;孫永霞;王磊;;1996～2006年我國學(xué)前教育領(lǐng)域關(guān)于“教師選題”的研究狀況與分析——基于三所高校碩士、博士學(xué)位論文的研究[J];學(xué)前教育研究;2007年10期

相關(guān)碩士學(xué)位論文 前6條

1 戴覓覓;南疆“雙語”幼兒園實(shí)施園本培訓(xùn)的行動研究[D];新疆師范大學(xué);2010年

2 滕瑤;幼兒園新教師差異性入職教育研究[D];山東師范大學(xué);2011年

3 郝娜;幼兒園本科學(xué)歷新教師專業(yè)成長研究[D];山東師范大學(xué);2012年

4 王成軍;教研組活動對教師發(fā)展的影響研究：上海市天山新村第二幼兒園個(gè)案研究[D];華東師范大學(xué);2004年

5 依瑪耐木·阿布都外力;農(nóng)村維吾爾族幼兒教師專業(yè)發(fā)展現(xiàn)狀及途徑研究[D];新疆師范大學(xué);2008年

6 陳思;中部地區(qū)農(nóng)村幼兒教師專業(yè)發(fā)展途徑的研究[D];湖南師范大學(xué);2010年

本文編號：2402683