本文選題：幼兒園轉(zhuǎn)崗教師　切入點(diǎn)：培訓(xùn)實(shí)效　出處：《湖南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：為加強(qiáng)幼兒教師隊(duì)伍的建設(shè),教育部、財(cái)政部從2011年起在全國實(shí)施“幼兒教師國家級培訓(xùn)計(jì)劃”。湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)項(xiàng)目是“幼師國培計(jì)劃”的一個(gè)子項(xiàng)目,針對幼兒園轉(zhuǎn)崗教師進(jìn)行崗位適應(yīng)性培訓(xùn),四年來已累計(jì)培訓(xùn)上萬人。為了解該項(xiàng)目是否達(dá)成預(yù)期目標(biāo),在多大程度上促進(jìn)了幼兒園轉(zhuǎn)崗教師的專業(yè)發(fā)展,迫切需要對幼兒園轉(zhuǎn)崗教師培訓(xùn)的實(shí)際效果進(jìn)行深入的了解和研究。研究者選取湖南省4所幼兒園轉(zhuǎn)崗教師培訓(xùn)項(xiàng)目承擔(dān)院校,對其培訓(xùn)實(shí)施情況進(jìn)行了實(shí)地調(diào)研,并根據(jù)2014年教育部教師工作司編制的《“幼兒教師國家級培訓(xùn)計(jì)劃”效果評估——參訓(xùn)教師調(diào)查問卷(項(xiàng)目2:轉(zhuǎn)崗教師培訓(xùn)項(xiàng)目問卷)》修改和信效度檢驗(yàn)后形成正式問卷,對4所樣本機(jī)構(gòu)的幼兒園轉(zhuǎn)崗教師發(fā)放問卷,并訪談了部分學(xué)員及所屬幼兒園園長,以了解幼兒園轉(zhuǎn)崗教師培訓(xùn)的實(shí)效及影響因素,據(jù)此提出改善湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)實(shí)效的建議。研究結(jié)果顯示:1、針對幼兒園轉(zhuǎn)崗教師多處于轉(zhuǎn)崗后的適應(yīng)期專業(yè)發(fā)展程度偏低的特點(diǎn),湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)項(xiàng)目設(shè)了專業(yè)理念與師德、專業(yè)知識和專業(yè)能力三大模塊的課程,以講座為主、多種方式為輔展開培訓(xùn),但因集中培訓(xùn)時(shí)間短,參與性和實(shí)踐性受到一定局限。2、湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)效果明顯,學(xué)員認(rèn)可度較高,具體表現(xiàn)在:幼兒園轉(zhuǎn)崗教師培訓(xùn)過程基本保證了質(zhì)量,學(xué)員滿意度較高;學(xué)員專業(yè)理念更新,幼兒發(fā)展知識和游戲和教學(xué)組織能力收獲最大;學(xué)員訓(xùn)后一日生活的組織與安排行為改善最明顯;學(xué)員訓(xùn)后工作適應(yīng)性增強(qiáng),促進(jìn)了幼兒園管理效率提高。3、學(xué)員個(gè)人因素、培訓(xùn)過程因素和幼兒園的培訓(xùn)成果轉(zhuǎn)化氛圍影響了湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)實(shí)效。4、湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)項(xiàng)目的學(xué)員遴選存在誤區(qū):對幼兒園轉(zhuǎn)崗教師培訓(xùn)對象的規(guī)定較為籠統(tǒng)、模糊;自上而下分配培訓(xùn)名額時(shí)對各幼兒園師資情況考慮不周全;農(nóng)村學(xué)校主管掌控了附屬幼兒園教師參培的權(quán)利;培訓(xùn)對象資格審核不嚴(yán)格。研究者以此給出了進(jìn)一步提高湖南省幼兒園轉(zhuǎn)崗教師培訓(xùn)實(shí)效的建議:學(xué)員遴選程序更加科學(xué)化;培訓(xùn)課程方案設(shè)計(jì)遵循因地制宜、按需施訓(xùn)的原則;從課程設(shè)置、專家團(tuán)隊(duì)、培訓(xùn)形式、學(xué)習(xí)資料四個(gè)方面優(yōu)化幼兒園轉(zhuǎn)崗教師培訓(xùn)的過程;幼兒園要加強(qiáng)對轉(zhuǎn)崗教師的訓(xùn)后支持,營造良好的培訓(xùn)成果轉(zhuǎn)化氛圍。
[Abstract]:In order to strengthen the construction of preschool teachers, the Ministry of Education and the Ministry of Finance have been implementing the "National training Plan for early Childhood Teachers" in the whole country since 2011. The "National training Program for Kindergarten transfer" in Hunan Province is a sub-project of the "National training Plan for Kindergarten Teachers". In order to understand the extent to which the program has achieved the expected goals, the professional development of teachers transferred to kindergartens has been promoted to a certain extent by conducting on-the-job adaptability training for kindergarten teachers, which has been trained by thousands of people in the past four years. There is an urgent need for in-depth understanding and research on the actual effects of the training of transferred kindergarten teachers. The researcher selected four institutions of training for transferred teachers from kindergartens in Hunan Province and conducted a field investigation on the implementation of the training. According to the effect evaluation of "National training Plan for early Childhood Teachers" compiled by the Department of teacher work of the Ministry of Education in 2014, a formal questionnaire was formed after the questionnaire for participating teachers (item 2: questionnaire for transferring teachers) > revision and reliability and validity test. In order to understand the actual effect and the influencing factors of the training of the transferred kindergarten teachers, the questionnaire was given to the transferred kindergarten teachers in 4 sample organizations, and some students and their kindergarten directors were interviewed. Based on this, the paper puts forward some suggestions to improve the training effectiveness of the transferred kindergarten teachers in Hunan Province. The research results show that, in view of the fact that most of the transferred kindergarten teachers are in the transition period, the degree of professional development is on the low side. Hunan Province Kindergarten transfer teacher training Project has three modules of professional concept and ethics, professional knowledge and professional ability. The courses are mainly lectures, supplemented by various ways, but due to the short time of centralized training, Participation and practicality are limited. 2. The training effect of transferred teachers in kindergartens in Hunan Province is obvious, and the acceptance of students is high. The concrete performance is that the training process of teachers in kindergartens basically guarantees the quality and the satisfaction degree of students is higher; The renewal of students' professional concept resulted in the greatest gains in the knowledge of early childhood development and the ability to organize games and teaching; the most obvious improvement in the behavior of organization and arrangement of students' life in 1st after training; the enhancement of students' adaptability to work after training. Promoted the kindergarten management efficiency to improve. 3, the student individual factor, The factors of training process and the transformation atmosphere of kindergarten training result affect the training effect of the transferred teachers in Hunan Province. 4. There are some misunderstandings in the selection of students in the training project of the transferred teachers in Hunan Province: training the transferred teachers in kindergartens. The provisions on the subject of the training are more general. Fuzzy; allocation of training places from the top to the bottom to consider the situation of kindergarten teachers; rural school managers control the rights of teachers in affiliated kindergartens; The training object qualification examination is not strict. In this way, the researcher gives some suggestions to further improve the training effect of the transferred teachers in Hunan kindergarten: the selection procedure of the trainees is more scientific, and the training curriculum design follows the appropriate measures according to the local conditions. The principles of training according to need; optimizing the training process of teachers in kindergarten from four aspects: curriculum setting, expert team, training form and learning materials; the kindergarten should strengthen the post-training support for transferred teachers. Create a good atmosphere for the transformation of training results.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G615

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