山西省幼兒園教師質量評價需求的調查研究
發(fā)布時間：2019-07-03 20:00
【摘要】：建設一支高質量的教師隊伍是實現(xiàn)從教育大國向教育強國轉變的關鍵,因此,提升教師隊伍的質量水平是深化教育改革的重中之重。對幼兒園教師進行科學評價是提升幼兒園教師隊伍整體質量的重要條件。只有對幼兒園教師質量評價的需求進行調查研究才能使幼兒園教師質量評價做到科學精準。因此,研究幼兒園教師質量評價需求是幼兒園教師質量高效提升的內在要求。本研究初期充分利用了2016年在太原舉辦的園長培訓這一機會,對參加培訓的其中6名園長和5名教師進行了預調查,在此基礎上修正完善了研究工具。正式調查以參加“2016年山西省幼兒園轉崗教師培訓”項目和“2016年山西省鄉(xiāng)村幼兒園骨干教師訪名�！表椖康膶W員為調查對象,其中有教師182人,中層以上管理者(幼兒園保教主任、業(yè)務副園長和園長)18人。綜合運用文獻法、問卷調查法和訪談法調查了山西省幼兒園教師質量評價的需求。通過對調查結果的整理和分析,本研究得出了兩方面的結論。一方面是幼兒園教師對質量評價有著普遍性的需求。這些共性需求表現(xiàn)為三個方面,第一,提升教師在教師質量評價中的地位;第二,教師希望加強教師質量評價與教師專業(yè)發(fā)展的聯(lián)系;第三,強化教師質量評價的實效性。另一方面處于不同發(fā)展階段的教師對教師質量評價的需求各有側重。教齡在5年以下的新手教師其突出需求是幫助她們順利實現(xiàn)崗位適應;教齡在6-10年的成熟教師,她們的突出需求是幫助其提升教育科研能力;10年以上教齡的骨干教師的突出需求是實現(xiàn)專業(yè)發(fā)展的突破,激發(fā)工作熱情,緩解職業(yè)倦怠。最后,本研究提出了以下建議:針對教師對質量評價的共性需求,要轉變評價的觀念,由獎懲轉向教師的發(fā)展。改變評價反饋機制,強化評價的發(fā)展功能。注重教師自我評價,維護教師的主體地位。優(yōu)化評價的環(huán)節(jié),改善評價的實際效果。針對不同發(fā)展階段教師的突出需求,要制定開放的評價標準,提升評價的適切性;創(chuàng)新評價的形式,實現(xiàn)園本資源的高效利用;創(chuàng)造條件,借教育專家的力量,助教師質量的提升。
[Abstract]:Building a high quality teacher team is the key to realize the transformation from a big education country to an education power. Therefore, improving the quality level of teachers is the most important thing to deepen the education reform. Scientific evaluation of kindergarten teachers is an important condition to improve the overall quality of kindergarten teachers. Only by investigating the demand of kindergarten teacher quality evaluation can the kindergarten teacher quality evaluation be scientific and accurate. Therefore, the study of kindergarten teacher quality evaluation demand is the inherent requirement of kindergarten teacher quality improvement. In the early stage of this study, we made full use of the opportunity of the training of directors in Taiyuan in 2016, and conducted a pre-survey of six directors and five teachers who participated in the training, on the basis of which the research tools were modified and improved. The formal investigation included 182 teachers and 18 middle-level managers (kindergarten nursing director, deputy director and director of kindergarten) who took part in the project of "training of transferred teachers in Shanxi kindergartens in 2016" and "key teachers visiting famous schools in rural kindergartens in Shanxi Province in 2016". The survey included 182 teachers and 18 middle-level managers (kindergarten nursing and education director, business deputy director and director). The quality evaluation needs of kindergarten teachers in Shanxi Province were investigated by means of literature, questionnaire and interview. Through the collation and analysis of the survey results, this study draws two conclusions. On the one hand, kindergarten teachers have a universal demand for quality evaluation. These common needs are manifested in three aspects: first, to enhance the position of teachers in the evaluation of teacher quality; second, teachers hope to strengthen the relationship between teacher quality evaluation and teachers' professional development; third, to strengthen the effectiveness of teacher quality evaluation. On the other hand, teachers in different stages of development have their own needs for teacher quality evaluation. The outstanding demand of novice teachers whose teaching age is less than 5 years is to help them adapt to their posts smoothly; for mature teachers whose teaching age is 6-10 years, their outstanding needs are to help them improve their educational and scientific research ability; and the outstanding needs of key teachers with more than 10 years of teaching age are to achieve a breakthrough in professional development, stimulate work enthusiasm and alleviate job burnout. Finally, this study puts forward the following suggestions: in view of the common needs of teachers for quality evaluation, we should change the concept of evaluation and change from reward and punishment to the development of teachers. Change the feedback mechanism of evaluation and strengthen the development function of evaluation. Pay attention to teachers' self-evaluation and maintain teachers' main position. Optimize the link of evaluation and improve the actual effect of evaluation. In view of the outstanding needs of teachers at different stages of development, it is necessary to formulate open evaluation criteria to improve the appropriateness of evaluation, innovate the form of evaluation, realize the efficient use of garden-based resources, and create conditions to help teachers improve their quality by using the strength of educational experts.
【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：2509630
[Abstract]:Building a high quality teacher team is the key to realize the transformation from a big education country to an education power. Therefore, improving the quality level of teachers is the most important thing to deepen the education reform. Scientific evaluation of kindergarten teachers is an important condition to improve the overall quality of kindergarten teachers. Only by investigating the demand of kindergarten teacher quality evaluation can the kindergarten teacher quality evaluation be scientific and accurate. Therefore, the study of kindergarten teacher quality evaluation demand is the inherent requirement of kindergarten teacher quality improvement. In the early stage of this study, we made full use of the opportunity of the training of directors in Taiyuan in 2016, and conducted a pre-survey of six directors and five teachers who participated in the training, on the basis of which the research tools were modified and improved. The formal investigation included 182 teachers and 18 middle-level managers (kindergarten nursing director, deputy director and director of kindergarten) who took part in the project of "training of transferred teachers in Shanxi kindergartens in 2016" and "key teachers visiting famous schools in rural kindergartens in Shanxi Province in 2016". The survey included 182 teachers and 18 middle-level managers (kindergarten nursing and education director, business deputy director and director). The quality evaluation needs of kindergarten teachers in Shanxi Province were investigated by means of literature, questionnaire and interview. Through the collation and analysis of the survey results, this study draws two conclusions. On the one hand, kindergarten teachers have a universal demand for quality evaluation. These common needs are manifested in three aspects: first, to enhance the position of teachers in the evaluation of teacher quality; second, teachers hope to strengthen the relationship between teacher quality evaluation and teachers' professional development; third, to strengthen the effectiveness of teacher quality evaluation. On the other hand, teachers in different stages of development have their own needs for teacher quality evaluation. The outstanding demand of novice teachers whose teaching age is less than 5 years is to help them adapt to their posts smoothly; for mature teachers whose teaching age is 6-10 years, their outstanding needs are to help them improve their educational and scientific research ability; and the outstanding needs of key teachers with more than 10 years of teaching age are to achieve a breakthrough in professional development, stimulate work enthusiasm and alleviate job burnout. Finally, this study puts forward the following suggestions: in view of the common needs of teachers for quality evaluation, we should change the concept of evaluation and change from reward and punishment to the development of teachers. Change the feedback mechanism of evaluation and strengthen the development function of evaluation. Pay attention to teachers' self-evaluation and maintain teachers' main position. Optimize the link of evaluation and improve the actual effect of evaluation. In view of the outstanding needs of teachers at different stages of development, it is necessary to formulate open evaluation criteria to improve the appropriateness of evaluation, innovate the form of evaluation, realize the efficient use of garden-based resources, and create conditions to help teachers improve their quality by using the strength of educational experts.
【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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