本文選題：學(xué)前班教師 + 自主發(fā)展��； 參考：《淮北師范大學(xué)》2017年碩士論文

【摘要】：近來(lái)年,人們對(duì)教師發(fā)展有了新的理解與主張,尤其教師自主發(fā)展及其促進(jìn)問(wèn)題已成為當(dāng)前國(guó)內(nèi)外教育改革研究與實(shí)踐密切關(guān)注的熱點(diǎn)議題。對(duì)教師自主發(fā)展的研究,一方面能從內(nèi)在機(jī)制上幫助和促進(jìn)教師形成自主發(fā)展意識(shí)與能力,造就一批高素質(zhì)的教師隊(duì)伍;另一方面也有助于對(duì)影響教師自主發(fā)展的外部機(jī)制進(jìn)行探究,提供科學(xué)合理的理論依據(jù)和實(shí)施建議。目前對(duì)于教師發(fā)展研究多處于對(duì)教師專業(yè)成長(zhǎng)方面,對(duì)學(xué)前班教師自主發(fā)展的系統(tǒng)研究不多。本研究出發(fā)點(diǎn)就是從教師自主發(fā)展理論和實(shí)際研究?jī)r(jià)值出發(fā),提煉出原來(lái)已經(jīng)總結(jié)出來(lái)的理論成果,在此基礎(chǔ)上,對(duì)作為研究對(duì)象的學(xué)前班教師群體進(jìn)行進(jìn)一步的探究。研究分為四部分,采用理論分析研究和教學(xué)實(shí)踐情況相結(jié)合,抽樣調(diào)查和隨機(jī)訪談方法并用,通過(guò)調(diào)查和訪談,了解當(dāng)前X市學(xué)前班教師群體自主發(fā)展意識(shí)和能力現(xiàn)狀,并通過(guò)與小學(xué)教師情況對(duì)比,得出結(jié)論。結(jié)果表明學(xué)前班教師在自主發(fā)展過(guò)程中,自主意識(shí)、自主能力、實(shí)踐智慧、自我效能感和反思等內(nèi)在機(jī)制起到了極為重要的作用。其次,社會(huì)環(huán)境,教育政策制定者,教育行政管理者和教育教師職稱評(píng)定制度等一系列外在因素對(duì)學(xué)前班教師自主發(fā)展均有重要影響。最后本文通過(guò)梳理影響學(xué)前班教師自主發(fā)展的各類因素,就如何樹(shù)立學(xué)前班教師自主發(fā)展理念,探討出促進(jìn)學(xué)前班教師自主發(fā)展的對(duì)策和建議。
[Abstract]:In recent years, people have a new understanding and proposition to the development of teachers, especially teachers' self-development and its promotion has become a hot topic in the research and practice of educational reform at home and abroad. On the one hand, the research on teachers' self-development can help and promote teachers' self-development consciousness and ability from the internal mechanism, and bring up a group of high-quality teachers. On the other hand, it is helpful to probe into the external mechanism which affects teachers' independent development, and to provide scientific and reasonable theoretical basis and practical suggestions. At present, the research on teacher development is mostly on teachers' professional growth, and there are few systematic studies on teachers' self-development in preschool classes. Starting from the theoretical and practical research value of teachers' self-development, this paper abstracts the theoretical results that have been summed up, on the basis of which, the group of preschool teachers as the object of study is further explored. The research is divided into four parts, which combines theoretical analysis with teaching practice, sample investigation and random interview, through investigation and interview, to understand the present situation of teachers' self-development consciousness and ability in preschool class in X city. And through the comparison with the primary school teachers, draw a conclusion. The results show that teachers in preschool have played a very important role in the process of autonomous development, such as autonomy consciousness, autonomous ability, practical wisdom, self-efficacy and introspection. Secondly, a series of external factors, such as social environment, educational policy makers, educational administrators and evaluation system of educational teachers' professional titles, have important influence on teachers' self-development. Finally, through combing all kinds of factors that affect the teachers' self-development, this paper discusses the countermeasures and suggestions on how to set up the concept of preschool teachers' self-development.
【學(xué)位授予單位】：淮北師范大學(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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本文編號(hào)：1916903