本文關鍵詞： 農村幼兒園教師 專業(yè)知識 困境 策略　出處：《東北師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：農村幼兒園教師的專業(yè)知識是其專業(yè)發(fā)展的重要根基,其豐富程度和運用情況對農村幼兒教育質量具有關鍵性影響。近年來,對教師專業(yè)知識的研究愈發(fā)受到青睞,成為教育領域的重要議題。通過文獻收集和整理,可知當下對教師專業(yè)知識的研究大多指向中小學教師,同時多以量化的視角來衡量,而對幼兒園教師專業(yè)知識的研究---尤其在農村幼兒園教師專業(yè)知識的質化研究方面則顯得較為單薄。由此,本研究采用質的研究取向中的個人個案研究法,選取一位農村幼兒園教師來開展質化研究。研究者走進真實的農村幼兒園,通過密切接觸一位農村幼兒園教師,深入到其幼兒園保育和教育活動之中,通過一定階段的追蹤研究(以觀察、訪談、和文本分析等方式),記錄和分析發(fā)生在該教師身上的教育事件及其應對情況,以《幼兒園教師專業(yè)標準》“專業(yè)知識”部分對教師的基本要求為依據,對這些教育事件進行“解釋性理解”,以較深入地探析個案教師專業(yè)知識的現實樣態(tài),分析其發(fā)展專業(yè)知識所面臨的現實困境,在此基礎上,為其提出具有針對性的策略和比較可行性的啟示。本研究的基本框架由五部分構成:第一部分,問題提出。從研究緣起出發(fā),指出專業(yè)知識逐漸成為教師專業(yè)發(fā)展領域的重要議題。與此同時,農村幼兒園教師的專業(yè)知識較為缺乏,其制約著自身的專業(yè)發(fā)展和農村學前教育質量的提升。接著,在多方面收集文獻的基礎上,對教師專業(yè)知識的內涵及其結構、幼兒園教師專業(yè)知識現狀及獲取途徑、以及農村幼兒園教師專業(yè)發(fā)展困境和消解策略等方面的現有研究進行梳理和總結,以期并為本次研究提供一定的啟示、借鑒。最后,問題提出部分還探討了本次研究的研究意義。第二部分,研究設計。該部分首先明確提出本次研究的問題,并對本次研究中涉及的核心概念進行了操作性定義。進而,明確本研究所涉及的研究方法,對研究對象的選擇和研究之過程進行了專門闡述,最后對資料的收集和整理分析進行了介紹。第三部分,G老師專業(yè)知識的現實樣態(tài)及分析。通過觀察、事件記錄和訪談以文本分析等途徑,研究者對G老師專業(yè)知識的現實樣態(tài)給予了呈現和剖析。研究發(fā)現:從專業(yè)知識的結構來看,G老師掌握了比較豐富的幼兒發(fā)展知識,通識性知識欠缺。從教師專業(yè)知識的特點來看,G老師的專業(yè)知識具有明顯的個體性特點;從教師專業(yè)知識的來源看,G老師自身專業(yè)知識主要來源于在職進修和網絡瀏覽。第四部分,G老師專業(yè)知識發(fā)展面臨的困境。本部分較為深入地對G老師在專業(yè)知識發(fā)展中所面臨的困境進行了探討,得知其面臨的困境如下:教師工作環(huán)境相對封閉,其專業(yè)知識發(fā)展缺少良好的平臺;教師參與培訓機會較少,不能滿足其專業(yè)知識發(fā)展的需求;園所教研氛圍比較缺乏,影響教師間的交流、知識分享;G老師自身專業(yè)發(fā)展的內驅力不足,其專業(yè)知識更新較慢。第五部分,促進策略。文章基于G老師專業(yè)知識的“實然”樣態(tài),并結合其遇到的瓶頸和困難,提出合理化和較具有可行性的促進策略,以期助力于農村幼兒園教師專業(yè)知識的發(fā)展和自身素養(yǎng)的提升。
[Abstract]:Rural Kindergarten Teachers' professional knowledge is the important foundation of their professional development, the abundance and use is the key influence on the quality of preschool education in rural areas. In recent years, the research on Teachers' professional knowledge is increasingly favored, has become an important issue in the field of education. Through the literature collection and Research on Teachers' professional knowledge of the present most points to the primary and middle school teachers, and to quantify the perspective to measure and Research on Kindergarten Teachers' professional knowledge, especially in the aspect of qualitative research of Rural Kindergarten Teachers' professional knowledge is relatively weak. Therefore, this study adopts the qualitative research approach in individual case study, select a kindergarten teachers in rural areas to carry out the qualitative research. The researcher into the real rural kindergarten, through close contact with a rural kindergarten teachers, kindergarten teaching and depth of their conservation Education activities, through a certain stage of the follow-up study (with observation, interview and text analysis, etc.), recording and analysis in the teacher education event and its response to the situation, the kindergarten teachers' professional standards < > "professional knowledge" part of the teachers' basic requirements as the basis for understanding "" for these educational events, to deeply analysis of the realistic case of teachers' professional knowledge, analyzes the realistic dilemma faced by the development of professional knowledge, on this basis, the proposed targeted and feasible strategy of enlightenment. The basic framework of this study consists of five parts: the first part of the problem. Put forward. Starting from the origin of the study, pointed out that the professional knowledge has gradually become an important issue in the field of teacher's professional development. At the same time, the lack of Rural Kindergarten Teachers' professional knowledge, which restricts their professional And the development of rural preschool education quality. Then, based on the literature collected in many ways, the connotation of teachers' professional knowledge and structure of kindergarten teachers' professional knowledge, access to the situation and the way, and the rural kindergarten teachers' professional development dilemma and resolution strategy. The existing research review and summary, in order to provide a inspiration for this research reference. Finally, this part also discusses the research significance of this research. The second part, the research design. This part first puts forward the research problem, and the core concepts involved in the research of the operational definition. Then, clearly involved in this study study on the method for the selection of research object and research process are specially described, finally the collection and analysis of data collection are introduced. The third part, teacher professional knowledge is G Solid state and analysis. Through observation, interviews with event recording and text analysis approach, researchers gave a presentation and analysis of the realistic condition of G teacher professional knowledge. The study shows that the structure of professional knowledge, G teachers to master the rich knowledge of children's development, a general lack of knowledge from. The characteristics of teachers' professional knowledge, professional knowledge of G teachers have individual obvious characteristics; from the source of teachers' professional knowledge, G teacher professional knowledge mainly from in-service training and web browsing. The fourth part, the development of teacher professional knowledge G difficulties. This part deeply on G teacher faces in professional knowledge in the development of difficulties were discussed, the difficulties are as follows: Teachers' work environment is relatively closed, the lack of good professional knowledge development platform; teachers' participation in training less, not full All the needs of the development of professional knowledge; the lack of research park atmosphere, teacher exchanges, sharing of knowledge; G teacher professional development drive, the professional knowledge update slowly. In the fifth part, the strategies to promote teacher professional knowledge. The G "reality" based on the state, combined with the bottleneck and the difficulties encountered, put forward reasonable and more feasible promotion strategies, in order to help in the development of Rural Kindergarten Teachers' professional knowledge and enhance their own literacy.

【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615

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本文編號：1484853