民辦園教師專業(yè)自主權(quán)的缺失與回歸
發(fā)布時間：2018-10-21 13:14
【摘要】： 20世紀80年代以來,教師專業(yè)自主權(quán)成為備受關(guān)注的一個問題。然而,縱觀教師專業(yè)發(fā)展的研究,我國幼兒教師專業(yè)自主發(fā)展的實際情況仍存在很多弊端。 為了了解民辦園教師專業(yè)自主權(quán)發(fā)展的現(xiàn)狀,本文首先從文獻研究出發(fā),通過對國內(nèi)外現(xiàn)有研究成果的整理和評析,確定本文的邏輯起點和研究價值。其次,通過問卷調(diào)查、訪談、觀察和實物搜集等實證研究的方式,對安陽市五所民辦幼兒園教師的外在自主權(quán)與內(nèi)在自主權(quán)發(fā)展現(xiàn)狀進行調(diào)查分析,并提出促進其專業(yè)自主權(quán)有效發(fā)揮的策略。 調(diào)查結(jié)果顯示,民辦園教師的專業(yè)自主權(quán)相當有限。在現(xiàn)實的專業(yè)發(fā)展過程中,她們不僅存在外在自主權(quán)缺失,而且還存在專業(yè)自主意識薄弱與專業(yè)自主能力有限等內(nèi)在自主權(quán)方面的問題。民辦園教師如此尷尬的生存狀態(tài)更多地受到研究者的理性權(quán)威、管理者的決策權(quán)威以及利益相關(guān)者的監(jiān)督權(quán)威的多重制約。長期的這種生存境遇使教師習慣于用自己的腦子說別人的話,用自己的腳走別人的路,并自覺自愿地放棄這種權(quán)力,喪失專業(yè)發(fā)展的敏感性。民辦園教師專業(yè)自主權(quán)的回歸不僅需要幼兒園、家長、專家乃至整個社會給予物質(zhì)和精神方面的支持,更需要作為發(fā)展主體的教師自我意識的覺醒與自主能力的增強。
[Abstract]:Since the 1980 s, teachers' professional autonomy has become a problem of great concern. However, throughout the study of teacher professional development, there are still many drawbacks in the practice of preschool teachers' professional self-development in China. In order to understand the present situation of the development of the professional autonomy of the teachers of private gardens, this paper starts from the literature research, and determines the logical starting point and the research value of this paper through the collation and evaluation of the existing research results at home and abroad. Secondly, by means of questionnaire, interview, observation and physical collection, this paper investigates and analyzes the present situation of teachers' external and internal autonomy in five private kindergartens in Anyang. And put forward to promote its professional autonomy to play an effective strategy. The survey results show that the professional autonomy of private teachers is very limited. In the process of practical professional development, they not only lack the external autonomy, but also have the inherent autonomy problems, such as weak professional autonomy consciousness and limited professional autonomy ability. The embarrassing living state of private garden teachers is more restricted by the rational authority of the researcher, the decision-making authority of the manager and the supervision authority of the stakeholders. For a long time, this kind of living situation makes teachers accustomed to use their own brains to say other people's words, to use their own feet to walk the path of others, and to voluntarily give up this right and lose the sensitivity of professional development. The return of teachers' professional autonomy requires not only the material and spiritual support from kindergarten, parents, experts and even the whole society, but also the awakening of teachers' self-consciousness and the enhancement of their autonomy as the main body of development.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G615
本文編號：2285189
[Abstract]:Since the 1980 s, teachers' professional autonomy has become a problem of great concern. However, throughout the study of teacher professional development, there are still many drawbacks in the practice of preschool teachers' professional self-development in China. In order to understand the present situation of the development of the professional autonomy of the teachers of private gardens, this paper starts from the literature research, and determines the logical starting point and the research value of this paper through the collation and evaluation of the existing research results at home and abroad. Secondly, by means of questionnaire, interview, observation and physical collection, this paper investigates and analyzes the present situation of teachers' external and internal autonomy in five private kindergartens in Anyang. And put forward to promote its professional autonomy to play an effective strategy. The survey results show that the professional autonomy of private teachers is very limited. In the process of practical professional development, they not only lack the external autonomy, but also have the inherent autonomy problems, such as weak professional autonomy consciousness and limited professional autonomy ability. The embarrassing living state of private garden teachers is more restricted by the rational authority of the researcher, the decision-making authority of the manager and the supervision authority of the stakeholders. For a long time, this kind of living situation makes teachers accustomed to use their own brains to say other people's words, to use their own feet to walk the path of others, and to voluntarily give up this right and lose the sensitivity of professional development. The return of teachers' professional autonomy requires not only the material and spiritual support from kindergarten, parents, experts and even the whole society, but also the awakening of teachers' self-consciousness and the enhancement of their autonomy as the main body of development.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G615
【引證文獻】
相關(guān)期刊論文 前1條
1 廖麗娟;;論幼兒教師職業(yè)的專業(yè)性[J];長沙師范�？茖W校學報;2011年06期
相關(guān)碩士學位論文 前3條
1 孫麗影;幼兒教師課程權(quán)力個案研究[D];哈爾濱師范大學;2010年
2 徐新華;武漢市幼兒教師流動狀況的研究[D];華中師范大學;2010年
3 梁小靜;幼兒園教師專業(yè)自主權(quán)現(xiàn)狀及影響因素的研究[D];華東師范大學;2012年
，本文編號：2285189
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