【摘要】：在國際教師教育改革的背景下,作為教師內在發(fā)展動力的專業(yè)發(fā)展需求,能夠提高教師的積極性和主動性,實現教師隊伍的高素質和專業(yè)化。近年來,教師專業(yè)發(fā)展需求引起了研究者的普遍關注,并取得了一定的研究成果,但也存在不足,突出表現為缺乏對新任教師專業(yè)發(fā)展需求現狀及特征的深入研究。因此,全面考察幼兒園新任教師專業(yè)發(fā)展需求的現狀及特征,探討促進新任教師持續(xù)發(fā)展的思考,不僅有助于豐富和完善教師教育理論,更對其成長與發(fā)展具有重要實踐意義。在借鑒分析前人研究成果的基礎上,本研究綜合運用文獻法、問卷調查法和訪談法,全面考察了幼兒園新任教師專業(yè)發(fā)展需求的現狀,分析其特征并探討主要影響因素,進一步思考如何促進新任教師的專業(yè)發(fā)展。本研究分為以下五個部分:第一部分,問題的提出。在分析已有相關研究的基礎上,本研究確立了研究內容,并結合質性方法和量化方法,進一步設計出研究框架。第二部分,幼兒園新任教師專業(yè)發(fā)展需求的現狀。通過運用問卷調查法、訪談法等,從專業(yè)發(fā)展素養(yǎng)需求、專業(yè)發(fā)展途徑需求和專業(yè)發(fā)展條件需求三個維度全面考察幼兒園新任教師專業(yè)發(fā)展需求的現狀。第三部分,幼兒園新任教師專業(yè)發(fā)展需求的特征。在深入分析現狀基礎上探討幼兒園新任教師專業(yè)發(fā)展需求的特征:受內在發(fā)展和外在環(huán)境的共同驅動,凸顯教師自我生存的現實取向,以改善幼兒教育實踐為核心,共性需求與個性需求并存。第四部分,幼兒園新任教師專業(yè)發(fā)展需求的影響因素。通過運用問卷調查法、訪談法等,從社會、幼兒園、教師和幼兒四個方面探討了影響幼兒園新任教師專業(yè)發(fā)展需求的主要因素,并分析主要影響因素的具體作用。第五部分,基于需求促進幼兒園新任教師專業(yè)發(fā)展的思考。基于前文的理論探討與實證研究,提出以下思考:樹立新任教師正確職業(yè)觀,提升自主發(fā)展意識;完善新任教師知識系統(tǒng),整合新任教師專業(yè)能力;探索多渠道發(fā)展途徑,切實加強新任教師培訓;提供環(huán)境與制度支持,促進新任教師可持續(xù)發(fā)展。
[Abstract]:Under the background of international teacher education reform, the demand of professional development, which is the internal motive force of teachers' development, can improve the enthusiasm and initiative of teachers and realize the high quality and specialization of teachers. In recent years, the needs of teachers' professional development have attracted the attention of researchers, and some research results have been obtained, but there are still some deficiencies, which are mainly due to the lack of in-depth study on the current situation and characteristics of the new teachers' professional development needs. Therefore, it is not only helpful to enrich and perfect the theory of teacher education, but also has important practical significance to investigate the current situation and characteristics of the professional development needs of the new kindergarten teachers, and to probe into the thinking of promoting the sustainable development of the new teachers. Based on the analysis of previous research results, this study comprehensively uses literature method, questionnaire survey and interview method to investigate the current situation of the professional development needs of new kindergarten teachers, analyze its characteristics and explore the main influencing factors. Further thinking about how to promote the professional development of new teachers. This research is divided into the following five parts: the first part, the question raised. On the basis of analyzing the related research, the research content is established, and the research frame is designed by combining qualitative method and quantitative method. The second part, the status of professional development needs of new kindergarten teachers. By means of questionnaire survey and interview, the present situation of professional development needs of new kindergarten teachers is comprehensively investigated from three dimensions: professional development quality demand, professional development path demand and professional development condition demand. The third part, the characteristics of professional development needs of new kindergarten teachers. On the basis of in-depth analysis of the present situation, this paper probes into the characteristics of the professional development needs of the new kindergarten teachers: driven by both internal development and external environment, it highlights the realistic orientation of teachers' self-existence and takes improving the practice of preschool education as the core. Common needs and individual needs coexist. The fourth part, the influence factor of the professional development demand of the new kindergarten teacher. By means of questionnaire survey and interview, this paper probes into the main factors that affect the professional development needs of new kindergarten teachers from four aspects: society, kindergarten, teachers and children, and analyzes the specific role of the main factors affecting the professional development of new kindergarten teachers. The fifth part, based on the need to promote the professional development of new kindergarten teachers. Based on the previous theoretical and empirical research, this paper puts forward the following considerations: to establish a correct professional outlook of new teachers, to enhance their sense of self-development, to perfect the knowledge system of new teachers, to integrate their professional abilities, to explore ways of multi-channel development. Strengthen the training of new teachers, provide environmental and institutional support, and promote the sustainable development of new teachers.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G615

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