【摘要】：自2010年起,我國(guó)相繼出臺(tái)了《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010—2020)》和《關(guān)于當(dāng)前發(fā)展學(xué)前教育的若干意見(jiàn)》等有關(guān)幼兒教育的政策性文件,這兩項(xiàng)文件明確說(shuō)明學(xué)前教育中占據(jù)核心地位的是政府部門(mén),結(jié)合我國(guó)現(xiàn)階段學(xué)前教師專(zhuān)業(yè)發(fā)展的現(xiàn)狀,提出了相應(yīng)的改革方法,出臺(tái)的這些政策正是我國(guó)政府部門(mén)對(duì)學(xué)前教育十分重視的證明。專(zhuān)業(yè)素質(zhì)是教師從事教育工作必不可少的心理?xiàng)l件,主要是指教師在實(shí)踐教育中不斷積累的并用于教育活動(dòng)中的一種心理品質(zhì)。幼兒教師專(zhuān)業(yè)素質(zhì)是幼兒教師從事教育工作必不可少的心理?xiàng)l件,主要是指幼兒教師在實(shí)踐教育中不斷積累的并用于教育活動(dòng)中的一種心理品質(zhì)。在學(xué)前教育的實(shí)際進(jìn)行過(guò)程中,幼兒教師專(zhuān)業(yè)素養(yǎng)是對(duì)進(jìn)行學(xué)前教育的專(zhuān)業(yè)人員而言的,要求這些教師必須滿(mǎn)足這些條件:專(zhuān)業(yè)態(tài)度、專(zhuān)業(yè)知識(shí)和專(zhuān)業(yè)能力等三大子系統(tǒng)。本文的研究基于幼兒教師專(zhuān)業(yè)態(tài)度、專(zhuān)業(yè)知識(shí)以及專(zhuān)業(yè)能力等三大子系統(tǒng),以學(xué)前教育者專(zhuān)業(yè)特征闡釋為基礎(chǔ),以目前我國(guó)的幼兒教育專(zhuān)業(yè)發(fā)展步伐越來(lái)越快為研究背景,采用文獻(xiàn)研究法、問(wèn)卷調(diào)查法、實(shí)地研究法、訪談法等研究方法,將研究對(duì)象定位于滿(mǎn)洲里地區(qū)的幼兒教師。研究發(fā)現(xiàn),滿(mǎn)洲里地區(qū)幼兒教師的專(zhuān)業(yè)發(fā)展在專(zhuān)業(yè)理念方面,職業(yè)認(rèn)同度不高,“幼兒本位”理念缺失,缺乏終身學(xué)習(xí)理念;專(zhuān)業(yè)知識(shí)方面,專(zhuān)業(yè)知識(shí)欠缺,各類(lèi)專(zhuān)業(yè)知識(shí)掌握不均衡,缺乏專(zhuān)業(yè)知識(shí)的學(xué)習(xí)和培訓(xùn);專(zhuān)業(yè)能力方面,各方面專(zhuān)業(yè)能力發(fā)展參差不齊,幼兒教師對(duì)個(gè)別能力的理解不全面,缺乏應(yīng)對(duì)突發(fā)事件的能力等。在對(duì)理論和實(shí)踐進(jìn)行研究之后,然后針對(duì)滿(mǎn)洲里地區(qū)幼兒教師專(zhuān)業(yè)發(fā)展的途徑和措施提出了相應(yīng)的對(duì)策,如,專(zhuān)業(yè)理念方面應(yīng)提升專(zhuān)業(yè)發(fā)展意識(shí),優(yōu)化幼兒教師的專(zhuān)業(yè)體驗(yàn),實(shí)行民主化的園所領(lǐng)導(dǎo);專(zhuān)業(yè)知識(shí)層面應(yīng)建立新老教師互助的學(xué)習(xí)共同體,建立園所內(nèi)部?jī)?yōu)秀的培訓(xùn)教師資源系統(tǒng);專(zhuān)業(yè)能力方面要改善幼兒園教師的教學(xué)能力,提升幼兒園教師的教研能力,改進(jìn)幼兒教師的研訓(xùn)模式。
[Abstract]:Since 2010, China has issued policy documents on early childhood education, such as the outline of the National medium and long term Education Reform and Development Plan (2010-2020) and the "opinions on the current Development of Preschool Education". These two documents clearly show that the central position of pre-school education is the government departments. In view of the present situation of professional development of preschool teachers in China, the corresponding reform methods are put forward. These policies are the proof that our government departments attach great importance to preschool education. Professional quality is an indispensable psychological condition for teachers to engage in educational work. It mainly refers to a psychological quality accumulated by teachers in practical education and used in educational activities. Preschool teachers' professional quality is an indispensable psychological condition for preschool teachers to engage in educational work. It mainly refers to a psychological quality accumulated by preschool teachers in practical education and used in educational activities. In the actual process of preschool education, preschool teachers' professional accomplishment is for the pre-school education professionals, which must meet these conditions: professional attitude, professional knowledge and professional ability. The research of this paper is based on the three subsystems of preschool teachers' professional attitude, professional knowledge and professional ability. It is based on the interpretation of the professional characteristics of preschool education, and the research background is the rapid development of preschool education in our country. By using the methods of literature research, questionnaire survey, field research, interview, etc., the research object is located in the early childhood teachers in Manzhouli area. The study found that the professional development of teachers in Manzhouli area is not high in professional concept, lack of "toddler standard" concept, lack of life-long learning concept, and lack of professional knowledge in professional knowledge. All kinds of professional knowledge are not balanced, lack of learning and training of professional knowledge; in terms of professional ability, the development of professional competence is uneven, the understanding of individual ability of preschool teachers is not comprehensive, and the ability to deal with unexpected events is lacking. After studying the theory and practice, the author puts forward the corresponding countermeasures for the professional development of preschool teachers in Manzhouli area, for example, the professional concept should enhance the consciousness of professional development and optimize the professional experience of preschool teachers. In the field of professional knowledge, we should establish a mutual learning community of new and old teachers, and establish an excellent training teacher resource system within the garden. In terms of professional competence, we should improve the teaching ability of kindergarten teachers. Improve the teaching and research ability of kindergarten teachers and improve the training model of kindergarten teachers.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G615

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