山西省幼兒園教師質量評價的現(xiàn)狀研究
發(fā)布時間：2019-01-04 19:33
【摘要】：幼兒園教師質量評價是幼兒園教師質量提升的關鍵,是幼兒園教師專業(yè)成長的重要途徑。在當前國內外對幼兒園教育質量、幼兒園教師質量高度重視背景下,山西省幼兒園教師隊伍有了長足的發(fā)展,打造一批高質量的幼兒園教師隊伍成為迫切需求。2012年,隨著《幼兒園教師專業(yè)標準(試行)》的頒布和實施,基于專業(yè)理念與師德、專業(yè)知識和專業(yè)能力的教師評價為促進幼兒園教師的專業(yè)發(fā)展,全面提高幼兒園教師隊伍質量的提供了依據(jù)和保障。因此,科學評價幼兒園教師質量就成為幼兒園教師隊伍建設的重中之重。本研究選取山西省幼兒園教師和管理者、幼教行政人員、教研員和幼兒家長共259人為研究對象,綜合運用文獻法、問卷調查法、訪談法,并收集幼兒園教師評價的文本資料進行分析,從山西省幼兒園教師質量評價的目的、內容、方式、結果處理及效果、遇到的問題和解決措施等方面的現(xiàn)狀展開調查。調查發(fā)現(xiàn),山西省在幼兒園教師評價工作的開展中,幼兒園教師和管理者們在態(tài)度上普遍認可教師質量評價。認為質量評價的最終目的是為了提高教師質量,促進教師專業(yè)發(fā)展,為了幼兒的健康成長,并且在幼兒園中逐漸形成了完善的評價機制;評價的內容在專業(yè)師德與理念、專業(yè)知識和專業(yè)能力三個方面各有體現(xiàn),但偏重于綜合能力表現(xiàn);同時避免單一評價的弊端,注重多元的評價方式,從教師的一日工作中進行綜合評價。可見,幼兒園十分重視對教師質量評價。幼兒園教師質量評價雖然總體上取得了一定的效果,但仍存在以下問題:評價標準制定不合理,標準制定忽視教師的需求;評價方式雖多,但流于形式,缺乏實效;受到地域條件的限制和園長理念的影響,部分農村幼兒園教師質量評價工作落實不到位,狀況堪憂;評價中教師缺乏主動性,自我參與度低;教師未能客觀看待評價,過于在意評價結果,心理壓力大。在對問題進行原因分析后發(fā)現(xiàn),幼兒園在教師質量評價中未充分認識并落實“以人為本”,忽視了以“提升幼兒園教師質量”為本,沒有充分考慮教師的專業(yè)發(fā)展目標。本文在馬斯洛的需要層次理論、人本主義管理理論和教師專業(yè)發(fā)展理論的指導下,對園長和教師提出相應對策:幼兒園應制定科學、合理的評價標準,在制定標準時考慮教師的評價需求及發(fā)展,提高教師的評價參與度;調動同事和幼兒家長的評價積極性,增強評價的有效性;更新園長管理理念,正確把握評價方向;同時幼兒園教師也加強學習,提高幼兒園教師評價的專業(yè)性;教師在參與評價時也應適當調整心態(tài),客觀看待評價。
[Abstract]:The evaluation of kindergarten teachers' quality is the key to the improvement of kindergarten teachers' quality and an important way for kindergarten teachers' professional growth. Under the background that the kindergarten education quality and the kindergarten teacher quality are highly valued at home and abroad, the kindergarten teachers in Shanxi Province have made great progress, and it is urgent to build a group of high-quality kindergarten teachers in 2012. With the promulgation and implementation of the Professional Standards for Kindergarten Teachers (try out), the evaluation of teachers based on professional concepts and ethics, professional knowledge and professional abilities is aimed at promoting the professional development of kindergarten teachers. To improve the quality of kindergarten teachers provides the basis and guarantee. Therefore, scientific evaluation of kindergarten teachers' quality has become the most important part of kindergarten teachers' construction. In this study, 259 kindergarten teachers and managers, kindergarten administrators, teaching and research staff and parents of young children were selected as the research objects, and the methods of literature, questionnaire and interview were used synthetically. The text data of kindergarten teachers' evaluation are collected and analyzed, and the present situation of the evaluation of kindergarten teachers' quality in Shanxi Province is investigated from the aspects of the purpose, content, method, result processing and effect, problems encountered and solving measures. The investigation shows that teachers and managers generally approve teachers' quality evaluation in Shanxi province. The ultimate purpose of quality evaluation is to improve the quality of teachers, promote the professional development of teachers, for the healthy growth of children, and gradually formed a perfect evaluation mechanism in kindergarten. The content of evaluation is reflected in the three aspects of professional ethics and concept, professional knowledge and professional ability, but emphasis on the performance of comprehensive ability; At the same time, to avoid the disadvantages of single evaluation, pay attention to multiple evaluation methods, from the teacher's day work comprehensive evaluation. Visible, kindergarten attaches great importance to teacher quality evaluation. Although the evaluation of kindergarten teachers' quality has achieved certain effect on the whole, there are still the following problems: the setting of evaluation standard is unreasonable, the standard setting neglects the teachers' needs, the evaluation methods are many, but they are mere formality and lack of actual effect. Due to the limitation of regional conditions and the influence of the concept of the director, the quality evaluation of teachers in some rural kindergartens is not in place, the situation is worrying, the teachers lack the initiative and the degree of self-participation is low in the evaluation. Teachers can not objectively look at the evaluation, pay too much attention to the evaluation results, psychological pressure. After analyzing the causes of the problems, it is found that kindergarten does not fully understand and implement "people-oriented" in teacher quality evaluation, neglects "improving the quality of kindergarten teachers", and does not fully consider teachers' professional development goals. Under the guidance of Maslow's hierarchy of needs theory, humanistic management theory and teachers' professional development theory, this paper puts forward the corresponding countermeasures to the school directors and teachers: the kindergarten should formulate scientific and reasonable evaluation standards. The evaluation needs and development of teachers should be taken into account in the formulation of standards, and teachers' participation in evaluation should be improved. Arouse the evaluation enthusiasm of colleagues and parents, enhance the effectiveness of evaluation; renew the management concept of the head of the garden, correctly grasp the direction of evaluation; at the same time, kindergarten teachers also strengthen learning, improve the professional evaluation of kindergarten teachers; Teachers should also adjust their mentality and look at evaluation objectively when they participate in evaluation.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615
本文編號：2400700
[Abstract]:The evaluation of kindergarten teachers' quality is the key to the improvement of kindergarten teachers' quality and an important way for kindergarten teachers' professional growth. Under the background that the kindergarten education quality and the kindergarten teacher quality are highly valued at home and abroad, the kindergarten teachers in Shanxi Province have made great progress, and it is urgent to build a group of high-quality kindergarten teachers in 2012. With the promulgation and implementation of the Professional Standards for Kindergarten Teachers (try out), the evaluation of teachers based on professional concepts and ethics, professional knowledge and professional abilities is aimed at promoting the professional development of kindergarten teachers. To improve the quality of kindergarten teachers provides the basis and guarantee. Therefore, scientific evaluation of kindergarten teachers' quality has become the most important part of kindergarten teachers' construction. In this study, 259 kindergarten teachers and managers, kindergarten administrators, teaching and research staff and parents of young children were selected as the research objects, and the methods of literature, questionnaire and interview were used synthetically. The text data of kindergarten teachers' evaluation are collected and analyzed, and the present situation of the evaluation of kindergarten teachers' quality in Shanxi Province is investigated from the aspects of the purpose, content, method, result processing and effect, problems encountered and solving measures. The investigation shows that teachers and managers generally approve teachers' quality evaluation in Shanxi province. The ultimate purpose of quality evaluation is to improve the quality of teachers, promote the professional development of teachers, for the healthy growth of children, and gradually formed a perfect evaluation mechanism in kindergarten. The content of evaluation is reflected in the three aspects of professional ethics and concept, professional knowledge and professional ability, but emphasis on the performance of comprehensive ability; At the same time, to avoid the disadvantages of single evaluation, pay attention to multiple evaluation methods, from the teacher's day work comprehensive evaluation. Visible, kindergarten attaches great importance to teacher quality evaluation. Although the evaluation of kindergarten teachers' quality has achieved certain effect on the whole, there are still the following problems: the setting of evaluation standard is unreasonable, the standard setting neglects the teachers' needs, the evaluation methods are many, but they are mere formality and lack of actual effect. Due to the limitation of regional conditions and the influence of the concept of the director, the quality evaluation of teachers in some rural kindergartens is not in place, the situation is worrying, the teachers lack the initiative and the degree of self-participation is low in the evaluation. Teachers can not objectively look at the evaluation, pay too much attention to the evaluation results, psychological pressure. After analyzing the causes of the problems, it is found that kindergarten does not fully understand and implement "people-oriented" in teacher quality evaluation, neglects "improving the quality of kindergarten teachers", and does not fully consider teachers' professional development goals. Under the guidance of Maslow's hierarchy of needs theory, humanistic management theory and teachers' professional development theory, this paper puts forward the corresponding countermeasures to the school directors and teachers: the kindergarten should formulate scientific and reasonable evaluation standards. The evaluation needs and development of teachers should be taken into account in the formulation of standards, and teachers' participation in evaluation should be improved. Arouse the evaluation enthusiasm of colleagues and parents, enhance the effectiveness of evaluation; renew the management concept of the head of the garden, correctly grasp the direction of evaluation; at the same time, kindergarten teachers also strengthen learning, improve the professional evaluation of kindergarten teachers; Teachers should also adjust their mentality and look at evaluation objectively when they participate in evaluation.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615
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