本文關(guān)鍵詞：“我”的教育信念　出處：《陜西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 幼兒教師 教育信念 敘事研究

【摘要】：一名合格的教師乃至成長為卓越的教師,除了要掌握專業(yè)知識、專業(yè)技能外,教師確立教育信念是至關(guān)重要的。教師的教育信念驅(qū)動教師投入教育并支撐其持續(xù)投入,培養(yǎng)對職業(yè)“上善若水”情懷,實(shí)現(xiàn)對教師職業(yè)活動的熱情和忠誠。所以教師的教育信念被認(rèn)為是教師專業(yè)發(fā)展的重要內(nèi)容,是教師專業(yè)結(jié)構(gòu)的有機(jī)組成部分,是教師專業(yè)成長的決定性因素。 幼兒教育是整個教育的奠基和基礎(chǔ),幼兒教師是實(shí)踐幼兒教育的主體,幼兒教師的信念,即教師對教育、課程、兒童、教師角色以及它們之間關(guān)系的觀念,直接影響教師教育行為,教學(xué)效果和兒童的發(fā)展。然而社會經(jīng)濟(jì)文化思潮的影響和應(yīng)試教育浪潮的入侵,幼兒教師的教育信念面臨著嚴(yán)峻考驗(yàn)。幼兒教師樹立以兒童為本的,具有人文關(guān)懷的教育信念是當(dāng)前最緊迫的任務(wù)。 本研究首先從哲學(xué)、心理學(xué)、文化生態(tài)理論等學(xué)科視角對信念及教師信念進(jìn)行深入剖析和多元透視,以期為教師教育信念的形成與發(fā)展提供理論指導(dǎo),并作為本文對幼兒教師教育信念進(jìn)行分析的理論依據(jù)。其次,幼兒教師的教育信念內(nèi)隱于教師的教育教學(xué)行為與價值取向當(dāng)中,故本文采用敘事研究法,走進(jìn)一位幼兒教師的真實(shí)生活,傾聽他的故事,同時觀察課堂及分析實(shí)物,感受體驗(yàn)幼兒教師的生活,梳理出G老師的教育信念：教育觀——最好的教育是了無痕跡,兒童觀——只想替孩子說句公道話,教師觀——做最好的自己,課程觀——一日生活即課程。 本文通過對G老師教育信念的梳理,結(jié)合其成長的歷程,進(jìn)而得出影響G老師教育信念的因素： 1.人生經(jīng)歷對教師教育信念的影響 2.人生信念是教師教育信念的支撐 3.個性特質(zhì)賦予教師教育信念個體化色彩 4.教師教育信念在幼兒園文化夾縫中生存 5.個體所接受的文化對教師教育信念的影響 伽達(dá)默爾詮釋學(xué)思想一直貫穿本文,解釋他人就是理解自己,最后一部分“鏡中的自己”是最直觀的體現(xiàn)。
[Abstract]:A qualified teacher and even grow into an outstanding teacher, in addition to mastering professional knowledge, professional skills. It is very important for teachers to establish educational beliefs. Teachers' educational beliefs drive teachers to invest in education and sustain their continuous investment, and cultivate the feelings of "being good if water is good" to the profession. Therefore, teachers' educational beliefs are regarded as an important part of teachers' professional development and an organic part of teachers' professional structure. It is the decisive factor of teacher professional growth. Early childhood education is the foundation and foundation of the whole education. Early childhood teachers are the main body of the practice of early childhood education, the beliefs of early childhood teachers, that is, teachers of education, curriculum, children, teachers' roles and the relationship between them. It has a direct impact on teachers' educational behavior, teaching effect and children's development. However, the influence of social economic and cultural thoughts and the invasion of examination-oriented education. The educational belief of preschool teachers is facing a severe test, and it is the most urgent task for early childhood teachers to establish a child-oriented and humanistic education belief. This study firstly analyzes and analyzes the beliefs and teachers' beliefs from the perspective of philosophy, psychology, cultural ecological theory and so on, in order to provide theoretical guidance for the formation and development of teachers' educational beliefs. And as the theoretical basis for the analysis of early childhood teachers' educational beliefs. Secondly, the educational beliefs of early childhood teachers are implicit in teachers' educational teaching behavior and value orientation, so this paper adopts the narrative research method. Walk into the real life of a preschool teacher, listen to his story, observe the classroom and analyze the objects, and experience the life of the preschool teacher. Combing out teacher G's educational beliefs:. Education-the best education is no trace, child view-just want to say justice for the child, teacher view-to be the best self, curriculum view-1st life is the curriculum. By combing the educational beliefs of G teachers and combining the process of their growth, this paper concludes the factors that affect the educational beliefs of G teachers. 1. The influence of life experience on teachers' educational beliefs 2.Life belief is the support of teachers' educational belief 3.Personality gives individualized color to teacher's educational belief 4. Teachers' educational beliefs exist in kindergarten culture 5. The influence of individual culture on teachers' educational beliefs Gadamer's hermeneutics thought runs through this article, explaining others is to understand oneself, the last part "self in the mirror" is the most intuitionistic embodiment.
【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】：2014
【分類號】：G615

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