本文選題：高學(xué)歷與低學(xué)歷幼兒教師 + 新手教師��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：目前,江蘇省高學(xué)歷與低學(xué)歷幼兒教師并存,并將在較長(zhǎng)一段時(shí)間內(nèi)持續(xù)下去。本研究通過(guò)量化研究的方法,輔之以訪談,以幼兒教師自身感受為落腳點(diǎn),探討江蘇省高學(xué)歷與低學(xué)歷幼兒教師入職適應(yīng)的不同現(xiàn)狀。研究發(fā)現(xiàn),江蘇省高學(xué)歷和低學(xué)歷幼兒教師的入職適應(yīng)現(xiàn)狀存在顯著差異,且低學(xué)歷幼兒教師入職適應(yīng)總體情況優(yōu)于高學(xué)歷。兩者的入職適應(yīng)有異同之處。專業(yè)發(fā)展方面:高學(xué)歷幼兒教師的環(huán)境的創(chuàng)設(shè)與利用效率總體弱于低學(xué)歷;與低學(xué)歷幼兒教師相比,高學(xué)歷的理念在一日生活的組織與保育的實(shí)踐中受到的沖突更多;高學(xué)歷幼兒教師教學(xué)設(shè)計(jì)能力總體不如低學(xué)歷,但在教學(xué)活動(dòng)的實(shí)施上雙方均存在困難;高學(xué)歷幼兒教師比低學(xué)歷更樂(lè)于從事教研活動(dòng)。人際交往方面表現(xiàn)為:高學(xué)歷與低學(xué)歷幼兒教師與幼兒相處情況較好,但與同事(包括師傅)、與領(lǐng)導(dǎo)、與家長(zhǎng)相處情況均不樂(lè)觀。崗位環(huán)境適應(yīng)方面:高學(xué)歷和低學(xué)歷幼兒教師均能接受所在園所的工作強(qiáng)度;與低學(xué)歷教師相比,高學(xué)歷似乎需要更多的話語(yǔ)權(quán);高學(xué)歷與低學(xué)歷幼兒教師對(duì)崗位培訓(xùn)均有不滿。心理調(diào)適方面:低學(xué)歷幼兒教師的職業(yè)認(rèn)同感總體不如高學(xué)歷,但認(rèn)為自身價(jià)值能夠在崗位上實(shí)現(xiàn);高學(xué)歷幼兒教師比低學(xué)歷教師總體更缺乏職業(yè)成就感,并且職業(yè)壓力更大;低學(xué)歷幼兒教師的從學(xué)生到教師的角色轉(zhuǎn)換能力總體比高學(xué)歷好。其次,根據(jù)數(shù)據(jù)分析結(jié)果發(fā)現(xiàn)影響高學(xué)歷和低學(xué)歷幼兒教師的因素是相似的:入職時(shí)間、園所級(jí)別、專業(yè)背景、園所性質(zhì)、婚姻事件以及薪資待遇。雖然這些因素對(duì)高學(xué)歷和低學(xué)歷幼兒教師均產(chǎn)生了影響,但影響程度和影響層面卻是不完全相同的。最后,基于本研究的發(fā)現(xiàn),筆者嘗試從教師個(gè)人、高校和幼兒園三方面,提出促進(jìn)江蘇省高學(xué)歷與低學(xué)歷幼兒教師入職適應(yīng)的相關(guān)建議和對(duì)策。這并不代表筆者將高學(xué)歷與低學(xué)歷幼兒教師的適應(yīng)問(wèn)題混為一談,“囫圇吞棗”,而是在尊重兩個(gè)群體共性的基礎(chǔ)上,又提出促進(jìn)兩者入職適應(yīng)的針對(duì)性建議。高學(xué)歷與低學(xué)歷的幼兒教師個(gè)人要有清晰的自我判斷和職業(yè)定位;要正確對(duì)待外界不同的壓力;高學(xué)歷教師要增強(qiáng)自己的實(shí)踐能力;做好角色轉(zhuǎn)換;低學(xué)歷教師要多加反思與創(chuàng)新。高校對(duì)高學(xué)歷學(xué)生應(yīng)當(dāng)在課程設(shè)置中更關(guān)注實(shí)踐;學(xué)校對(duì)低學(xué)歷學(xué)生要加強(qiáng)理論培養(yǎng)。幼兒園要組織生動(dòng)有趣的入職培訓(xùn);發(fā)掘不同學(xué)歷教師個(gè)人特長(zhǎng);創(chuàng)設(shè)共同學(xué)習(xí)、寬容民主的文化氛圍;適當(dāng)減輕不同學(xué)歷教師工作負(fù)擔(dān);給予幼兒教師關(guān)乎“心靈”的教育;提高幼兒教師的工資待遇,尤其是低學(xué)歷幼兒教師。
[Abstract]:At present, Jiangsu Province high education and low-educated preschool teachers co-exist, and will continue for a longer period of time. Through the quantitative research method, supplemented by interviews, and based on the infant teachers' own feelings, this study explores the different status quo of the entry adaptation of high and low education preschool teachers in Jiangsu Province. The results show that there are significant differences between high and low academic background preschool teachers in Jiangsu Province, and the overall situation of low education preschool teachers is better than that of high academic qualifications. There are similarities and differences between the two. In the aspect of professional development, the creation and utilization efficiency of the environment of high-educated preschool teachers is generally weaker than that of low-educated preschool teachers, and the concept of higher education is more conflicted in the practice of organization and care of daily life than that of low-educated preschool teachers. The ability of teaching design of high-educated preschool teachers is not as good as that of low-degree teachers, but there are difficulties in the implementation of teaching activities, and teachers with high academic qualifications are more willing to engage in teaching and research activities than teachers with low academic qualifications. In terms of interpersonal communication, teachers with high and low qualifications get along well with children, but they are not optimistic with colleagues (including teachers, leaders, parents). In terms of adaptation to the job environment: both high and low education preschool teachers can accept the intensity of work in the garden, compared with teachers with low academic qualifications, higher education seems to need more right to speak; High education and low education preschool teachers are not satisfied with job training. In terms of psychological adjustment, the professional identity of teachers with low academic qualifications is lower than that of teachers with high academic qualifications, but their own value can be realized in their posts, and teachers with higher academic qualifications lack a sense of professional achievement and have greater occupational pressure than teachers with low academic qualifications. The ability of low-educated preschool teachers to change their roles from student to teacher is better than that of higher education. Secondly, according to the results of data analysis, we find that the factors that affect the teachers with high and low academic qualifications are similar: entry time, school level, professional background, garden nature, marriage event and salary treatment. Although these factors have influenced both high and low education preschool teachers, the influence degree and influence level are not exactly the same. Finally, based on the findings of this study, the author tries to put forward suggestions and countermeasures to promote the entry adaptation of high and low education preschool teachers in Jiangsu Province from three aspects: individual teachers, universities and kindergartens. This does not mean that the author confuses the adaptation problem of high academic background and low education preschool teacher, but on the basis of respecting the commonness of the two groups, puts forward some specific suggestions to promote the adaptation of the two groups. Teachers with high and low academic qualifications should have a clear self-judgment and career orientation, treat different external pressures correctly, strengthen their practical ability, do a good job of role transformation; Teachers with low academic qualifications should reflect and innovate more. Colleges and universities should pay more attention to practice in curriculum design and strengthen theoretical training for students with low academic qualifications. Kindergarten should organize lively and interesting induction training; explore the individual strengths of teachers with different qualifications; create a cultural atmosphere of common learning and tolerance and democracy; appropriately lighten the work burden of teachers with different qualifications; Raise the salary of preschool teachers, especially the teachers with low academic qualifications.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G615

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