【摘要】：當(dāng)前,關(guān)于民辦幼兒園教師專業(yè)身份認(rèn)同的研究是幼兒教育教學(xué)改革與教師專業(yè)發(fā)展的一個(gè)全新視角,這不僅成為了分析和解釋幼兒教育現(xiàn)象與問題的有效工具,而且還是分析幼兒教育政策實(shí)施和指導(dǎo)幼兒園教育實(shí)踐的重要中介。民辦幼兒園教師在日常的幼兒教育教學(xué)實(shí)踐中對(duì)自身專業(yè)身份的認(rèn)同與了解,以及更深程度的感知與認(rèn)同,不僅能夠轉(zhuǎn)變其自身的幼兒教育教學(xué)態(tài)度、技能與價(jià)值觀,并且還是促進(jìn)民辦幼兒園教師自身專業(yè)發(fā)展的重要因素,甚至在很大程度上還是穩(wěn)定民辦幼兒園教師師資隊(duì)伍、提升民辦幼兒園教師專業(yè)素質(zhì)的重要保證。因此,民辦幼兒園教師專業(yè)身份認(rèn)同與幼兒教育教學(xué)的匹配程度,在很大程度上會(huì)影響學(xué)前教育改革的成功與否。因此,本研究的主要目的是探討現(xiàn)階段民辦幼兒園教師專業(yè)身份認(rèn)同的現(xiàn)狀與特點(diǎn)。研究主要涉及的問題是:民辦幼兒園教師專業(yè)身份認(rèn)同在人口學(xué)變量、社會(huì)經(jīng)濟(jì)地位和幼兒園背景上是否存在顯著差異。在此基礎(chǔ)上,本研究以西南地區(qū)321名民辦幼兒園教師為研究對(duì)象,基于對(duì)文獻(xiàn)的整理分析、訪談的編碼分析以及對(duì)預(yù)測(cè)問卷的分析,得出民辦幼兒園教師專業(yè)身份認(rèn)同的價(jià)值觀念、持續(xù)承諾、勝任效能、人際支持、知識(shí)技能五個(gè)維度,編制出正式的《民辦幼兒園教師專業(yè)身份認(rèn)同問卷》,以此作為研究工具來獲得研究數(shù)據(jù),分析出民辦幼兒園教師專業(yè)身份認(rèn)同的特點(diǎn)。另外,本研究為了改善民辦幼兒園教師專業(yè)身份認(rèn)同的現(xiàn)狀,促進(jìn)其對(duì)自身專業(yè)身份的認(rèn)同,提出了相關(guān)的教育建議。具體得出的研究結(jié)論如下:(1)民辦幼兒園教師專業(yè)身份認(rèn)同是一個(gè)由多成分組成的結(jié)構(gòu),它主要包括價(jià)值觀念、持續(xù)承諾、勝任效能、人際支持、知識(shí)技能五個(gè)維度,共29個(gè)題項(xiàng)。并且,本研究自編的《民辦幼兒園教師專業(yè)身份認(rèn)同問卷》是一個(gè)相對(duì)具有較好信度和效度的測(cè)量工具。(2)民辦幼兒園教師專業(yè)身份認(rèn)同現(xiàn)狀的各方面發(fā)展是不穩(wěn)定的,有高有低的,在各個(gè)因子得分的比較中,民辦幼兒園教師專業(yè)身份認(rèn)同的價(jià)值觀念最高,人際支持最低,總體上說明了民辦幼兒園教師對(duì)自身專業(yè)身份的認(rèn)識(shí)與評(píng)價(jià)存在模糊不清的狀態(tài)。其中,在年齡、幼兒園教齡、月收入狀況、職務(wù)、學(xué)歷、幼兒園所在地、幼兒園等級(jí)等不同因子上民辦幼兒園教師專業(yè)身份認(rèn)同的差異都是非常顯著的,是隨著年齡、幼兒園教齡、月收入狀況、職務(wù)、學(xué)歷的增長(或者升高),民辦幼兒園教師對(duì)其自身專業(yè)身份的認(rèn)同感逐漸增強(qiáng),但是隨著幼兒園所在地的地域?qū)哟魏陀變簣@等級(jí)的降低,民辦幼兒園教師對(duì)其自身專業(yè)身份的認(rèn)同感呈下降趨勢(shì);性別和幼兒園性質(zhì)這兩個(gè)因子對(duì)民辦幼兒園教師專業(yè)身份認(rèn)同的影響無顯著差異。
[Abstract]:At present, the research on the professional identity of private kindergarten teachers is a new angle of view for the reform of preschool education teaching and the professional development of teachers, which is not only an effective tool to analyze and explain the phenomenon and problems of preschool education. And it is also an important intermediary to analyze the implementation of early childhood education policy and guide kindergarten education practice. Private kindergarten teachers' recognition and understanding of their professional identity in their daily teaching practice of early childhood education, as well as their deeper perception and recognition, can not only change their own teaching attitude, skills and values of early childhood education. It is also an important factor to promote the professional development of private kindergarten teachers, and even to a large extent, it is an important guarantee to stabilize the teachers' team of private kindergartens and to improve the professional quality of private kindergarten teachers. Therefore, the matching degree between the professional identity of private kindergarten teachers and the teaching of preschool education will influence the success of preschool education reform to a great extent. Therefore, the main purpose of this study is to explore the current status and characteristics of private kindergarten teachers' professional identity. The main problems involved in the study are: whether there are significant differences in the demographic variables, social and economic status and kindergarten background in the professional identity of private kindergarten teachers. On this basis, this study takes 321 teachers of private kindergartens in Southwest China as the research object, based on the analysis of literature, the coding analysis of interviews and the analysis of prediction questionnaire. The five dimensions of professional identity of private kindergarten teachers, such as professional identity, continuous commitment, competence, interpersonal support and knowledge and skills, are obtained. The formal "Private Kindergarten Teachers' Professional identity questionnaire" was compiled, which was used as a research tool to obtain the research data and analyze the characteristics of the private kindergarten teachers' professional identity. In addition, in order to improve the status quo of private kindergarten teachers' professional identity and promote their own professional identity, this study puts forward relevant educational suggestions. The specific conclusions are as follows: (1) Private kindergarten teachers' professional identity is a multi-component structure, which mainly includes five dimensions: value, continuous commitment, competence, interpersonal support, knowledge and skills. There are 29 items. Moreover, the "Private Kindergarten Teachers' Professional identity questionnaire" developed by this study is a relatively good reliability and validity measurement tool. (2) the development of private kindergarten teachers' professional identity status is unstable. High and low, in the comparison of each factor score, private kindergarten teachers' professional identity values are the highest, and interpersonal support is the lowest. On the whole, it shows that there is a vague state in the cognition and evaluation of private kindergarten teachers' professional identity. Among them, the differences in the professional identity of private kindergarten teachers in different factors, such as age, kindergarten teaching age, monthly income status, position, education, kindergarten location, kindergarten grade, etc., are very significant, and with age, With the increase (or increase) of kindergarten teaching age, monthly income, position and educational background, the teachers' sense of recognition of their own professional identity is gradually strengthened, but with the decrease of the regional level of the kindergarten and the kindergarten level, The professional identity of private kindergarten teachers showed a downward trend, gender and kindergarten nature of the two factors on the professional identity of private kindergarten teachers have no significant difference.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G615

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