國培對幼兒教師專業(yè)成長影響的研究
發(fā)布時間：2018-07-23 11:31
【摘要】：教師的專業(yè)化程度影響著教育質(zhì)量,培訓(xùn)是教師專業(yè)成長的重要途徑。為了促進(jìn)幼兒教師的專業(yè)成長,提升他們的專業(yè)化水平,改善教育教學(xué)質(zhì)量,國家積極開展教師培訓(xùn)工作。在當(dāng)前“國培計劃”大力開展的背景之下,加強對培訓(xùn)效果的研究,深入探討培訓(xùn)對幼兒教師專業(yè)成長的影響有著很強的現(xiàn)實意義和理論研究價值。本文主要采用問卷調(diào)查法、訪談法、觀察法,以河南省XX大學(xué)承辦的“幼師國培”(2014)長期置換脫產(chǎn)研修班為例進(jìn)行研究,將本班學(xué)員、學(xué)員的幼兒園領(lǐng)導(dǎo)、同事、本項目的教師培訓(xùn)管理人員、指導(dǎo)教師作為調(diào)查對象,了解當(dāng)前教師培訓(xùn)的實際效果。通過研究發(fā)現(xiàn),經(jīng)過三個月的脫產(chǎn)研修學(xué)習(xí),該班學(xué)員在專業(yè)理念與師德、專業(yè)知識、專業(yè)能力等方面都取得了進(jìn)步與提升,具體結(jié)論為:專業(yè)理念與師德的提升效果最明顯,專業(yè)知識的提升效果次之,專業(yè)能力的提升效果較為明顯;在專業(yè)理念與師德維度中,對幼兒保育和教育的態(tài)度與行為方面的提升空間較大;在專業(yè)知識維度中,幼兒發(fā)展知識提升最為明顯,通識性知識仍需加強培訓(xùn)學(xué)習(xí);在專業(yè)能力維度中,環(huán)境的創(chuàng)設(shè)與利用能力提升最為明顯,教育活動的設(shè)計與實施能力提升效果與其他能力相比,提升不明顯;同時發(fā)現(xiàn)學(xué)員通過培訓(xùn)提升專業(yè)成長的效果有明顯的教齡差異,教齡在1-3年的教師培訓(xùn)提升度明顯高于教齡不足一年的教師。進(jìn)一步對培訓(xùn)工作進(jìn)行總結(jié),有以下四點建議:依照《標(biāo)準(zhǔn)》,科學(xué)設(shè)計培訓(xùn)方案;豐富培訓(xùn)內(nèi)容,促進(jìn)學(xué)員全面提升;外出考察參觀,擴大學(xué)員視野;培訓(xùn)管理科學(xué),嚴(yán)愛相濟。同時發(fā)現(xiàn)了工作中的不足之處:培訓(xùn)學(xué)員的部分需求尚沒有得到滿足,學(xué)員遴選需加強管理,“影子教師”專業(yè)素質(zhì)有待提升。結(jié)合問卷、訪談與觀察等方法研究影響專業(yè)成長提升的相關(guān)因子,發(fā)現(xiàn)課程內(nèi)容設(shè)置、培訓(xùn)組織管理對專業(yè)理念與師德的提升影響較大;園所支持、課程內(nèi)容設(shè)置對專業(yè)知識的提升影響較大;園所支持、課程內(nèi)容設(shè)置、學(xué)習(xí)效果對專業(yè)能力的提升影響較大,此外培訓(xùn)動機、培訓(xùn)準(zhǔn)備、后期跟蹤回訪等因素也起一定的作用。最后結(jié)合教師的實際需求,提出以下改善建議,進(jìn)而促進(jìn)幼兒教師的專業(yè)成長。幼兒教師應(yīng)提升自身專業(yè)認(rèn)同,激發(fā)成長動力;珍惜培訓(xùn)機會,認(rèn)真對待學(xué)習(xí);重視在實踐中運用培訓(xùn)所學(xué);培訓(xùn)單位應(yīng)加強培訓(xùn)資格審查工作,確保學(xué)員的同質(zhì)性;切實做好培訓(xùn)需求調(diào)研,調(diào)動學(xué)員學(xué)習(xí)的積極性;結(jié)合成人學(xué)習(xí)理論,科學(xué)設(shè)計培訓(xùn)方案;以問題入手,堅持實踐原則;重視情境式教學(xué),突出學(xué)員主體性;加強指導(dǎo)教師選拔,保證跟崗實習(xí)質(zhì)量;持續(xù)后期跟蹤回訪,確保培訓(xùn)長效性;幼兒園方面,應(yīng)加強培訓(xùn)支持制度建設(shè),鼓勵轉(zhuǎn)化培訓(xùn)成果;重視同事的協(xié)作,改善工作氛圍;充分利用科研資源,加強技術(shù)支持。
[Abstract]:Teachers' specialization affects the quality of education, and training is an important way for teachers' professional growth. In order to promote the professional growth of preschool teachers, improve their professional level, improve the quality of education and teaching, the state actively carry out teacher training work. Under the background of the current "National training Plan", it is of great practical significance and theoretical value to strengthen the research on the effect of training on the professional growth of preschool teachers. This article mainly adopts the questionnaire survey, the interview method, the observation method, takes "the kindergarten teacher Guopei" (2014) long-term replacement free labor research class which the Henan XX University undertakes, carries on the research, will this class student, the student kindergarten leader, the colleague, The teacher training manager of this project instructs the teacher as the investigation object to understand the actual effect of the current teacher training. Through the study, it is found that after three months of off-site study, the students in this class have made progress and improvement in professional concept and ethics, professional knowledge, professional ability and so on. The concrete conclusion is that the promotion effect of professional concept and teacher's ethics is the most obvious. The promotion effect of professional knowledge is second, professional ability is more obvious; in the professional concept and teachers' ethics dimension, the attitude and behavior of early childhood care and education is bigger; in the professional knowledge dimension, In the dimension of professional ability, the creation and utilization of environment is the most obvious, and the effect of design and implementation of educational activities is compared with other abilities, while the improvement of knowledge in early childhood development is the most obvious, and the general knowledge still needs to be strengthened in training and learning, and in the dimension of professional competence, the creation and utilization of environment is the most obvious. At the same time, it was found that there was significant difference in the effect of training to promote professional growth, and the degree of teacher training promotion in 1-3 years was significantly higher than that of teachers with less than one year of teaching age. Further summing up the training work, there are the following four suggestions: scientific design of training programs in accordance with the "Standards"; enriching the training content to promote the overall upgrading of the trainees; visiting and visiting the trainees to expand their horizons; and training and management science, Yan loves justice. At the same time, the shortcomings of the work are found: some of the needs of the trainees have not been satisfied, the selection of students needs to strengthen the management, and the professional quality of "shadow teachers" needs to be improved. In combination with questionnaire, interview and observation, this paper studies the related factors that affect professional growth and promotion, and finds that curriculum content, training organization and management have a great impact on the promotion of professional concepts and teachers' ethics. Curriculum content has a greater impact on the promotion of professional knowledge; garden support, curriculum content settings, learning effects on the professional ability to promote a greater impact, in addition to training motivation, training preparation, follow-up visits and other factors also play a certain role. Finally, according to the actual needs of teachers, the following suggestions are put forward to promote the professional growth of preschool teachers. Early childhood teachers should promote their professional identity, stimulate growth motivation; cherish training opportunities, seriously treat learning; pay attention to the use of training in practice; training units should strengthen the work of training qualification examination to ensure the homogeneity of trainees; We should do well the research of training demand, arouse the enthusiasm of the students, design the training program scientifically, start with the problem, stick to the principle of practice, attach importance to situational teaching and highlight the subjectivity of the students. Strengthening the selection of guidance teachers to ensure the quality of follow-up practice; continuous follow-up visits to ensure the long-term effectiveness of training; kindergarten, should strengthen training support system construction, encourage the transformation of training results, attach importance to the collaboration of colleagues, improve the working atmosphere; Make full use of scientific research resources and strengthen technical support.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G615
[Abstract]:Teachers' specialization affects the quality of education, and training is an important way for teachers' professional growth. In order to promote the professional growth of preschool teachers, improve their professional level, improve the quality of education and teaching, the state actively carry out teacher training work. Under the background of the current "National training Plan", it is of great practical significance and theoretical value to strengthen the research on the effect of training on the professional growth of preschool teachers. This article mainly adopts the questionnaire survey, the interview method, the observation method, takes "the kindergarten teacher Guopei" (2014) long-term replacement free labor research class which the Henan XX University undertakes, carries on the research, will this class student, the student kindergarten leader, the colleague, The teacher training manager of this project instructs the teacher as the investigation object to understand the actual effect of the current teacher training. Through the study, it is found that after three months of off-site study, the students in this class have made progress and improvement in professional concept and ethics, professional knowledge, professional ability and so on. The concrete conclusion is that the promotion effect of professional concept and teacher's ethics is the most obvious. The promotion effect of professional knowledge is second, professional ability is more obvious; in the professional concept and teachers' ethics dimension, the attitude and behavior of early childhood care and education is bigger; in the professional knowledge dimension, In the dimension of professional ability, the creation and utilization of environment is the most obvious, and the effect of design and implementation of educational activities is compared with other abilities, while the improvement of knowledge in early childhood development is the most obvious, and the general knowledge still needs to be strengthened in training and learning, and in the dimension of professional competence, the creation and utilization of environment is the most obvious. At the same time, it was found that there was significant difference in the effect of training to promote professional growth, and the degree of teacher training promotion in 1-3 years was significantly higher than that of teachers with less than one year of teaching age. Further summing up the training work, there are the following four suggestions: scientific design of training programs in accordance with the "Standards"; enriching the training content to promote the overall upgrading of the trainees; visiting and visiting the trainees to expand their horizons; and training and management science, Yan loves justice. At the same time, the shortcomings of the work are found: some of the needs of the trainees have not been satisfied, the selection of students needs to strengthen the management, and the professional quality of "shadow teachers" needs to be improved. In combination with questionnaire, interview and observation, this paper studies the related factors that affect professional growth and promotion, and finds that curriculum content, training organization and management have a great impact on the promotion of professional concepts and teachers' ethics. Curriculum content has a greater impact on the promotion of professional knowledge; garden support, curriculum content settings, learning effects on the professional ability to promote a greater impact, in addition to training motivation, training preparation, follow-up visits and other factors also play a certain role. Finally, according to the actual needs of teachers, the following suggestions are put forward to promote the professional growth of preschool teachers. Early childhood teachers should promote their professional identity, stimulate growth motivation; cherish training opportunities, seriously treat learning; pay attention to the use of training in practice; training units should strengthen the work of training qualification examination to ensure the homogeneity of trainees; We should do well the research of training demand, arouse the enthusiasm of the students, design the training program scientifically, start with the problem, stick to the principle of practice, attach importance to situational teaching and highlight the subjectivity of the students. Strengthening the selection of guidance teachers to ensure the quality of follow-up practice; continuous follow-up visits to ensure the long-term effectiveness of training; kindergarten, should strengthen training support system construction, encourage the transformation of training results, attach importance to the collaboration of colleagues, improve the working atmosphere; Make full use of scientific research resources and strengthen technical support.
【學(xué)位授予單位】：河南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G615
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