本文關(guān)鍵詞： 教師 賦權(quán) 專業(yè)自主權(quán)　出處：《華東師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：20世紀80年代,教師賦權(quán)運動席卷全球,數(shù)百年來學校內(nèi)部固有的科層制開始動搖,課程的技術(shù)工具取向模式逐漸被打破,在涉及教學領(lǐng)域的課程內(nèi)容選擇、課程材料準備、課程實施方案和計劃乃至學校層面的經(jīng)費使用、人員聘評、學校發(fā)展規(guī)劃的確定和實施中,教師開始扮演著越來越重要的角色,逐漸成為教育改革的主導者、行動者和核心人物。在全球教育改革和教師賦權(quán)運動如火如茶開展的背景下,研究通過對全國1101名幼兒園教師賦權(quán)現(xiàn)狀的了解和分析,發(fā)現(xiàn)當前中國幼兒園教師賦權(quán)展現(xiàn)出了以下的突出特征:1.我國幼兒園教師賦權(quán)狀況整體高于國外基礎(chǔ)教育階段的教師,賦權(quán)總得分均分3.87分(滿分5分),接近中上水平。中國幼兒園教師擁有了更多的自主權(quán)和參與學校決策的機會和途徑,教師賦權(quán)運動取得了初步成效。2.幼兒園教師賦權(quán)狀況發(fā)展并不均衡,外部賦權(quán)得分顯著低于內(nèi)部賦權(quán)得分,決策制定、自主權(quán)維度得分最低;專業(yè)成長、自我效能感得分最高�？陀^上教師缺少參與學校生活和學校決策的機會和通道,在與自己密切相關(guān)的問題上也缺乏足夠的自主權(quán)和自由空間。3.幼兒園教師賦權(quán)狀況地域差異顯著。東部幼兒園教師在專業(yè)成長、自我效能感以及影響力維度得分高于中、西部幼兒園教師;但在決策制定、自主權(quán)維度得分卻顯著低于西部、中部幼兒園教師;東北部地區(qū)幼兒園教師賦權(quán)整體得分較高。在對幼兒園教師賦權(quán)的影響因素的研究中,我們發(fā)現(xiàn)幼兒園教師賦權(quán)呈現(xiàn)出較為明顯的地域、城鄉(xiāng)差異,鄉(xiāng)村幼兒園教師得分普遍高于城市教師。此外,園所規(guī)模、園所性質(zhì)也對幼兒園教師賦權(quán)有影響:園所規(guī)模越小,幼兒園教師賦權(quán)感越高;私立幼兒園教師權(quán)能感高于公立幼兒園。幼兒園教師賦權(quán)得分還與幼兒園教師個體差異有關(guān),具體表現(xiàn)在:男性比女性擁有更高的地位和更多的決策權(quán);年長者、職位高者自主權(quán)顯著高于年輕者、職位低者教師擁有的自主權(quán)。教師賦權(quán)是教師作為轉(zhuǎn)化型知識分子對擁有自主權(quán)和自我決斷空間的迫切訴求。研究在對文獻的大量地閱讀和對幼兒園教師的觀察、訪談后,認為當前中國教師賦權(quán)在發(fā)展進程中面臨的困境主要源于:1.組織向內(nèi)的變革方式影響了教師賦權(quán)的實際效果;2.教師對舒適地帶的盤桓和缺少外部支持導致了教師在變革上的遲疑;3.對教師賦權(quán)重心的錯誤解讀使得教師的專業(yè)權(quán)威難以充分發(fā)揮等幾個原因。并提出了:1.轉(zhuǎn)變權(quán)力觀念;2.關(guān)注教師的核心專業(yè)素養(yǎng);3.推進制度變革與提供外部支持;4.發(fā)揮教師社群與教師群體力量的建議,以此推進教師賦權(quán)在我國的進一步發(fā)展。
[Abstract]:In 1980s, the teacher empowerment movement swept the world, the inherent academic hierarchy within the school began to shake over the past hundreds of years, the curriculum technology tool orientation model was gradually broken. In the field of curriculum content selection, curriculum materials preparation, curriculum implementation programs and plans and even the use of funds at the school level, personnel evaluation, school development planning and implementation of the determination and implementation. Teachers begin to play a more and more important role, and gradually become the leaders, actors and core figures of educational reform. Through the study of 1101 kindergarten teachers empowerment status of understanding and analysis. It is found that the current Chinese kindergarten teachers' empowerment shows the following outstanding features: 1.The status of Chinese kindergarten teachers' empowerment is overall higher than that of foreign teachers in the basic education stage. The average score of empowerment is 3.87 (full score 5), which is close to the upper middle level. Chinese kindergarten teachers have more autonomy and opportunities and ways to participate in school decision-making. 2. The status of kindergarten teachers' empowerment is not balanced, the score of external empowerment is significantly lower than the score of internal empowerment, decision-making, autonomy dimension score is the lowest; Professional growth, the highest score of self-efficacy. Objectively, teachers lack of participation in school life and school decision-making opportunities and channels. There is also lack of sufficient autonomy and free space on the issues closely related to themselves. Thirdly, there are significant regional differences in the status of kindergarten teachers' empowerment. The scores of self-efficacy and influence dimension were higher than those of western kindergarten teachers; However, the score of autonomy dimension in decision-making is significantly lower than that in western and central kindergarten teachers. In the study of the influencing factors of the empowerment of kindergarten teachers, we found that the empowerment of kindergarten teachers showed a more obvious regional, urban and rural differences. The score of rural kindergarten teachers is generally higher than that of urban teachers. In addition, the scale of kindergarten institutions and the nature of gardens also have an impact on the empowerment of kindergarten teachers: the smaller the scale of kindergartens, the higher the sense of empowerment of kindergarten teachers; Private kindergarten teachers' sense of empowerment is higher than that of public kindergartens. The scores of kindergarten teachers' empowerment are also related to the individual differences of kindergarten teachers, which are manifested in: men have higher status and more decision-making power than women; Among the elderly, the autonomy of the senior employees was significantly higher than that of the younger ones. Teachers' empowerment is the urgent demand of teachers, as transformational intellectuals, to have autonomy and the space for self-determination. This paper studies the extensive reading of literature and the observation of kindergarten teachers. . After the interview, the author thinks that the dilemma that Chinese teachers' empowerment faces in the process of development mainly comes from the way of organizational change that influences the actual effect of teachers' empowerment. 2. Teachers' lack of external support for comfort zone leads to teachers' hesitation in change; 3.The misinterpretation of the focus of teachers' empowerment makes it difficult to give full play to teachers' professional authority. 2. Pay attention to the core professional accomplishment of teachers; 3. Promoting institutional change and providing external support; 4. Give full play to the teachers' community and teachers' group strength to promote the further development of teacher empowerment in China.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615

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