本文選題：民間公益組織 + 教師專業(yè)發(fā)展��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：農(nóng)村幼兒園是我國學(xué)前教育事業(yè)的重要組成部分,農(nóng)村幼兒園教師的專業(yè)素養(yǎng)是影響農(nóng)村學(xué)前教育質(zhì)量的重要因素之一。隨著我國政府大力推進學(xué)前教育事業(yè)的發(fā)展,農(nóng)村幼兒園教師堪憂的專業(yè)發(fā)展現(xiàn)狀日益成為整個學(xué)前教育體系最薄弱的環(huán)節(jié)之一。由于農(nóng)村幼兒園教師需求日益復(fù)雜化和多樣化,農(nóng)村幼兒園教師專業(yè)發(fā)展的外部支持來源也開始向多元化的方向發(fā)展,民間公益組織逐漸成為支持農(nóng)村幼兒園教師專業(yè)發(fā)展的重要力量。本文通過對民間公益組織參與農(nóng)村幼兒園教師專業(yè)發(fā)展的整體現(xiàn)狀和影響因素,以及對一個民間公益組織的農(nóng)村幼兒園教師專業(yè)發(fā)展項目的個例研究,探尋民間公益組織參與農(nóng)村幼兒園專業(yè)發(fā)展項目發(fā)展的現(xiàn)狀和各種影響因素,揭示民間公益組織在農(nóng)村幼兒園教師專業(yè)發(fā)展中的角色定位與路徑選擇。本文第一部分為基礎(chǔ)性研究。首先論述了選題緣由,即問題提出的背景,然后對有關(guān)的基本概念進行界定,最后系統(tǒng)地梳理了與民間公益組織農(nóng)村幼兒園教師專業(yè)發(fā)展有關(guān)的相關(guān)研究進展和本文的研究方法、研究目的、內(nèi)容和意義。第二部分是通過對民間公益組織參與農(nóng)村幼兒教師專業(yè)發(fā)展的緣起和發(fā)展歷程進行研究。第三部分是對目前農(nóng)村幼兒園教師專業(yè)發(fā)展中民間公益組織實踐的調(diào)查研究。首先,本研究通過調(diào)查分析我國十個民間公益組織的特征和它們農(nóng)村幼兒園教師專業(yè)發(fā)展實踐活動,以及總結(jié)這些組織在農(nóng)村幼兒園教師專業(yè)發(fā)展實踐中取得的成就與不足的基礎(chǔ),同時對影響此類項目發(fā)展的微觀、中觀和宏觀因素進行粗略的分析和探討。然后通過個案研究,即對一個民間公益組織的農(nóng)村幼兒園教師專業(yè)發(fā)展項目實踐的具體研究和分析,來剖析民間公益組織的農(nóng)村幼兒園教師專業(yè)發(fā)展項目的具體實踐和影響項目發(fā)展的主要因素。本文認為項目組織結(jié)構(gòu)、項目目標、項目機會、項目過程和組織內(nèi)的非正式結(jié)構(gòu)是項目組織內(nèi)影響項目運作的主要因素,同時,參與項目的農(nóng)村幼兒園教師和項目人員的特點也對項目運作有很大的影響;一些外部環(huán)境因素,如民間公益組織登記注冊問題、教育行政主管部門的認可程度、農(nóng)村學(xué)前教育現(xiàn)狀和農(nóng)村幼兒園教師現(xiàn)狀是影響項目運作的直接環(huán)境因素,政治經(jīng)濟環(huán)境、科學(xué)技術(shù)發(fā)展、文化價值取向和人口變遷是間接影響項目運作的環(huán)境因素。第四部分對民間公益組織如何在眾多主體參與農(nóng)村學(xué)前教育發(fā)展的工作中如何進行角色定位以及通過什么樣的途徑實現(xiàn)這一角色進行研究。本研究認為民間公益組織參與促進農(nóng)村學(xué)前教育發(fā)展中可以承擔三種角色,即資源整合者、政府工作的協(xié)助者和先進教育理念的倡導(dǎo)者。為了實現(xiàn)這個目標,民間公益組織需要通過強化自身機構(gòu)建設(shè)、提升農(nóng)村幼兒園教師專業(yè)發(fā)展實踐的專業(yè)化水平,加強外部溝通與交流、吸引公益資源和尋求與政府部門的合作、獲得政府支持與認可。在結(jié)論與討論部分,本研究從整體的視角,進一步討論了農(nóng)村幼兒園教師專業(yè)發(fā)展的根本動力和農(nóng)村幼兒園教師專業(yè)發(fā)展過程中民間公益組織的工作當前面臨的主要局限與挑戰(zhàn)。
[Abstract]:Rural kindergarten is an important part of preschool education in China. The professional accomplishment of rural kindergarten teachers is one of the important factors that affect the quality of preschool education in rural areas. With the development of our government, the present situation of kindergarten teachers' professional development is increasingly becoming the whole system of preschool education. One of the weakest links. Due to the increasingly complex and diversified needs of rural kindergarten teachers, the external support source of the professional development of rural kindergarten teachers has also begun to develop in the direction of diversification. Civil public welfare organizations have gradually become an important force to support the professional development of rural kindergarten teachers. With the overall status and influencing factors of the professional development of rural kindergarten teachers, as well as a case study of a private public welfare organization for Rural Kindergarten Teachers' professional development projects, the present situation and various influencing factors of the participation of civil service organizations in the development of rural kindergarten professional development projects are explored, and the public welfare organizations are revealed in the rural children. The first part of this paper is the basic research on the role orientation and path selection in the kindergarten teachers' professional development. First, it discusses the reasons for the topic, that is, the background of the problem, then defines the relevant basic concepts, and finally systematically combs the related research progress and the relevant research on the professional development of the rural kindergarten teachers in the civil public welfare organizations. The research method, the purpose, the content and the significance of the study. The second part is to study the origin and development of the professional development of the rural preschool teachers in the rural areas. The third part is the investigation and Research on the practice of the public welfare organization in the rural kindergarten teachers' professional development. The characteristics of the ten public welfare organizations in China and the practice activities of their rural kindergarten teachers' professional development, as well as the basis for the achievements and shortcomings of these organizations in the practice of Rural Kindergarten Teachers' professional development, are also analyzed and discussed in a rough analysis and Discussion on the micro, meso and macro factors that affect the development of such projects. Through a case study, that is, the specific research and analysis of the practice of the professional development project of the rural kindergarten teachers in a civil service organization, this paper analyzes the concrete practice of the professional development project of the rural kindergarten teachers and the main factors affecting the development of the project. This article holds that the project organization structure, the project goal, the project opportunity The process of the project and the informal structure in the organization are the main factors that affect the operation of the project in the project organization. At the same time, the characteristics of the rural kindergarten teachers and personnel involved in the project have a great influence on the operation of the project. Some external environmental factors, such as the registration of civil service organizations, and the approval of the educational administration department. To the extent, the status of preschool education in rural areas and the status of rural kindergarten teachers are the direct environmental factors that affect the operation of the project. The political and economic environment, the development of science and technology, the orientation of cultural value and the change of population are the environmental factors that indirectly affect the operation of the project. The fourth part is about how the civil service organizations participate in the preschool education in the rural areas. This study believes that the participation of civil service organizations in promoting the development of rural preschool education can take on three roles, namely, resource integrators, government assisters and advocates of advanced education ideas. The public welfare organizations need to strengthen the construction of their own institutions, enhance the professional level of the professional development practice of the rural kindergarten teachers, strengthen the external communication and communication, attract public welfare resources and seek cooperation with the government departments, and obtain government support and approval. In the conclusion and discussion part, this research is further discussed from the perspective of the whole. The fundamental motive force of the professional development of the rural kindergarten teachers and the main limitations and challenges facing the work of the public welfare organization in the course of the professional development of the rural kindergarten teachers.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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