【摘要】：教師在職培訓(xùn)是促進(jìn)教師專業(yè)發(fā)展的有效途徑之一,已有研究發(fā)現(xiàn),我國(guó)學(xué)前教師的在職培訓(xùn)已經(jīng)有了足夠規(guī)模的數(shù)量覆蓋,但是在質(zhì)量方面還有待提升。領(lǐng)域教學(xué)知識(shí)作為體現(xiàn)教師專業(yè)知識(shí)和能力的關(guān)鍵要素,已經(jīng)成為促進(jìn)教師專業(yè)發(fā)展的重要途徑而備受關(guān)注。本研究以行動(dòng)研究為過程,梳理并分析培訓(xùn)開展的過程、教師的行為以及反饋,以此探索基于領(lǐng)域教學(xué)知識(shí)為核心的學(xué)前教師培訓(xùn)之路徑,并為思考和建構(gòu)我國(guó)學(xué)前教育背景下的教師培訓(xùn)系統(tǒng)提供實(shí)證依據(jù)。本研究選取了北京、上海、四川、浙江四個(gè)省市地區(qū)共計(jì)224名目標(biāo)教師為研究對(duì)象,運(yùn)用了觀察法、訪談法、問卷調(diào)查法、文本分析等研究方法,收集了從2016年7月至2017年1月的行動(dòng)研究資料。研究以Desimone提出的有效教師培訓(xùn)具備的五大要素:核心經(jīng)驗(yàn)、主動(dòng)學(xué)習(xí)、一致性、持續(xù)時(shí)間、團(tuán)體參與度為基礎(chǔ)設(shè)計(jì)了以暑期學(xué)校、參與式互動(dòng)工作坊、學(xué)習(xí)社區(qū)、課堂實(shí)踐等促進(jìn)教師專業(yè)成長(zhǎng)的一體化培訓(xùn)系統(tǒng)。以建構(gòu)主義對(duì)于學(xué)習(xí)環(huán)境四大要素:情境、協(xié)作、會(huì)話、意義建構(gòu)為框架,分析了教師作為學(xué)習(xí)者在培訓(xùn)中的行動(dòng)過程。研究發(fā)現(xiàn),培訓(xùn)的情境性可以更好地提高教師的實(shí)踐能力;培訓(xùn)的即時(shí)性可以促進(jìn)教師的可持續(xù)發(fā)展;培訓(xùn)的啟發(fā)性可以促進(jìn)教師觀念的轉(zhuǎn)變。最后,本研究在研究結(jié)論的基礎(chǔ)上對(duì)后續(xù)培訓(xùn)提出了若干建議。
[Abstract]:Teacher on-the-job training is one of the effective ways to promote teachers' professional development. It has been found that the on-the-job training of preschool teachers in China has been covered on a sufficient scale, but the quality still needs to be improved. As a key element of teachers' professional knowledge and ability, domain teaching knowledge has become an important way to promote teachers' professional development. This study takes action research as the process, combs and analyzes the process of training, teachers' behavior and feedback, so as to explore the path of preschool teacher training based on domain teaching knowledge. It also provides an empirical basis for thinking and constructing the teacher training system under the background of preschool education in China. In this study, 224 target teachers in four provinces and cities of Beijing, Shanghai, Sichuan and Zhejiang were selected as the research objects, and the methods of observation, interview, questionnaire survey and text analysis were used. Operational research data from July 2016 to January 2017 were collected. Based on the five elements of effective teacher training proposed by Desimone: core experience, active learning, consistency, duration and group participation, the study designed summer schools, interactive workshops and learning communities. Classroom practice and other integrated training system to promote teachers' professional growth. Based on the four elements of constructivism for learning environment: situation, cooperation, conversation and meaning construction, this paper analyzes the action process of teachers as learners in training. It is found that the situational nature of training can better improve the practical ability of teachers, the timeliness of training can promote the sustainable development of teachers, and the enlightenment of training can promote the change of teachers' concept. Finally, on the basis of the conclusions of the study, this study puts forward some suggestions for follow-up training.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G615

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本文編號(hào)：2479123