本文選題：幼兒教師 + 同伴互助��； 參考：《鞍山師范學(xué)院》2015年碩士論文

【摘要】：隨著國(guó)家對(duì)學(xué)前教育事業(yè)的關(guān)注,幼兒教師的專(zhuān)業(yè)發(fā)展水平也日益得到重視。透過(guò)國(guó)家頒布的一系列政策性文件,我們可以發(fā)現(xiàn),幼兒教師的專(zhuān)業(yè)發(fā)展已然成為了一個(gè)重要議題。幼兒教師專(zhuān)業(yè)發(fā)展水平的提升關(guān)乎著幼兒教育質(zhì)量的改善,對(duì)幼兒的身心健康成長(zhǎng)起到至關(guān)重要的作用,甚至影響到幼兒教師社會(huì)地位的提升以及全社會(huì)對(duì)幼兒教育的重視程度。為提升幼兒教師的專(zhuān)業(yè)發(fā)展水平,學(xué)前教育的相關(guān)部門(mén)正在不斷采取相關(guān)措施。專(zhuān)家引領(lǐng)、同伴互助、自我反思是目前促進(jìn)幼兒教師專(zhuān)業(yè)發(fā)展的三大主要途徑和方式,其中同伴互助以其獨(dú)有的特點(diǎn)和優(yōu)勢(shì)在促進(jìn)幼兒教師專(zhuān)業(yè)發(fā)展的過(guò)程中扮演著重要角色。本研究從幼兒園的辦園性質(zhì)和幼兒園的星級(jí)評(píng)定標(biāo)準(zhǔn)兩個(gè)維度選取了12所幼兒園作為樣本,主要通過(guò)問(wèn)卷調(diào)查法、觀察法、訪談法等研究方法收集數(shù)據(jù)和資料,并用SPSS17.0和EXCEL工具對(duì)數(shù)據(jù)進(jìn)行量化統(tǒng)計(jì)與分析,從同伴互助的角度調(diào)查和了解了鞍山市幼兒教師的專(zhuān)業(yè)發(fā)展現(xiàn)狀,通過(guò)對(duì)數(shù)據(jù)的分析得知,不同層次和水平的幼兒園對(duì)同伴互助存在著認(rèn)知不明確、內(nèi)容和形式單一、保障條件不足、實(shí)施效果不理想等方面的問(wèn)題。筆者在分析問(wèn)題成因的基礎(chǔ)上針對(duì)目前幼兒教師同伴互助中存在的不足從以下角度提出了相應(yīng)的對(duì)策,包括:明確同伴互助的重要性,細(xì)化同伴互助的目標(biāo);打破“自上而下”的管理模式,增強(qiáng)管理的民主性;構(gòu)建幼兒教師合作文化;健全同伴互助監(jiān)督、評(píng)價(jià)機(jī)制;建立專(zhuān)家引領(lǐng)的長(zhǎng)效機(jī)制等,以期更好的促進(jìn)幼兒教師的專(zhuān)業(yè)發(fā)展。
[Abstract]:With the national attention to preschool education, the professional development level of preschool teachers has been paid more and more attention. Through a series of policy documents issued by our country, we can find that the professional development of preschool teachers has become an important issue. The improvement of preschool teachers' professional development level is related to the improvement of early childhood education quality, and plays a vital role in the growth of children's physical and mental health. It even affects the promotion of preschool teachers' social status and the importance attached by the whole society to early childhood education. In order to improve the professional development of preschool teachers, the relevant departments of preschool education are constantly taking relevant measures. Leading by experts, mutual help with peers and self-reflection are the three main ways to promote the professional development of preschool teachers, among which peer mutual assistance plays an important role in the process of promoting the professional development of preschool teachers with its unique characteristics and advantages. In this study, 12 kindergartens were selected as samples from the two dimensions of kindergarten running nature and kindergarten star rating standard. Data and data were collected by questionnaire survey, observation, interview and other research methods. With the tools of SPSS 17.0 and excel, the paper makes quantitative statistics and analysis of the data, investigates and understands the present situation of professional development of preschool teachers in Anshan City from the angle of peer mutual aid, and finds out through the analysis of the data, There are some problems in different levels and levels of kindergarten, such as unclear cognition, single content and form, insufficient security conditions and unsatisfactory implementation effect. Based on the analysis of the causes of the problems, the author puts forward the corresponding countermeasures from the following aspects: clarifying the importance of peer mutual assistance and refining the goal of peer mutual assistance; To break the "top-down" management model and strengthen the democratic nature of management; to build a cooperative culture of preschool teachers; to improve peer mutual help supervision and evaluation mechanism; to establish a long-lasting mechanism led by experts, etc. In order to better promote the professional development of preschool teachers.
【學(xué)位授予單位】：鞍山師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G615

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本文編號(hào)：2009401