【作者】 刘确敏；

【导师】 刘云艳；

【作者基本信息】 西南大学 ， 学前教育学， 2008， 硕士

【摘要】 幼儿教师教学监控能力是指在幼儿园的集体教学活动中,幼儿教师为了保证教学的成功,达到预期的教学目标,将教学活动本身作为意识的对象,不断地对其进行积极主动的计划、检查、评价、反馈、控制和调节的能力。教学监控能力是教学能力的核心,是教师素质的重要组成部分。本研究旨在考察幼儿教师教学监控能力的现状、探究幼儿园新教师教学监控能力培养的方法,为提高幼儿教师素质、促进幼儿教师专业成长提供理论依据。本研究以自编《幼儿教师教学监控能力调查问卷》为研究工具,采取整群抽样和分层抽样相结合的方法,对部分城市250名幼儿教师进行问卷调查,以考察幼儿教师教学监控能力的现状。主要结论如下:1.多数幼儿教师的教学监控能力总分处于中等偏上水平,但仍有少数幼儿教师教学监控能力总体水平较低。在教学监控能力的四个因子中,评价与反馈性的得分最高,控制与调节性的得分最低。2.不同婚姻状况幼儿教师在教学监控能力各因子以及总体水平上均不存在显著差异。3.不同教龄幼儿教师在计划与准备性、反馈与评价性、控制与调节性因子以及总分上有显著差异。随着教龄的变化,幼儿教师的教学监控能力呈现出快速上升——缓慢下降——缓慢上升的发展趋势。幼儿教师的教学监控能力在教龄5年内水平最低,在教龄6-10年间提高最快。这表明,幼儿教师的教学监控能力不仅是可以培养的,而且是必须的,尤其要重视促进新教师的成长,缩短其成长周期。4.不同文化程度幼儿教师在控制与调节性因子上有显著差异,其中中专组水平显著高于大专组;而在其他因子和监控总分上都没有显著差异。5.不同职称的幼儿教师,在计划与准备性、反馈与评价性、控制与调节性以及监控总分上,均存在比较显著差异。职称水平越高,其教学监控能力诸因子和监控总分得分也越高(课后反省性除外)。本研究还采用行动研究法,探究在行动研究中培养幼儿园新教师教学监控能力的方法。2007年9月11日至12月21日,笔者与重庆某幼儿园的一位新教师L老师合作,在为期3个多月的行动研究中,运用角色转变法和反馈法培养L老师的教学监控能力,井达到一定效果。在此之中,我们发现,通过行动研究培养幼儿园新教师的教学监控能力须具备一定条件,这些条件主要可分为内部和外部两个方面。其中内部条件包括新教师要有专业成长的动机、研究的态度、掌握一定的研究方法和具备某些个性特点等;外部条件包括幼儿园要为新教师提供充足的研究时间,创设民主宽松的研究氛围,并为新教师提供各种资源。更多还原

【Abstract】 Kindergarten Teachers’Teaching Monitor Ability refers to the kindergarten teachers’ ability to plan, inspect, evaluate, feedback, control and regulate teaching activities proactively in kindergarten’s collective teaching activities, taking teaching activities as the object of consciousness itself , in order to ensure the success of teaching, to achieve the desired targets of teaching. Teaching Monitor Ability is the core of teaching ability, and an important component of the teachers’ quality . This study was designed to study the Status Quo of kindergarten Teachers’Teaching Monitor Ability ,and to explore methods of cultivating new kindergarten Teachers’Teaching Monitor Ability .It can provide a theoretical basis to improve the quality of kindergarten teachers and promote the kindergarten teachers’ professional development.Using the self-made "Kindergarten Teachers’Teaching Monitor Ability questionnaire" as research tools, and taking the whole cluster sampling method and the stratified sampling method combinatively ,this study conducted a questionnaire survey of 250 kindergarten teachers in some cities, to inspect the present status of kindergarten Teachers’Teaching Monitor Ability. The Main conclusions are as follows:1. The scores of the Majority of kindergarten Teachers’Teaching Monitor Ability are on the middle-level, but there are still a small number of kindergarten teachers whose overall level of Teaching Monitor Ability is lower. Among the four factors of Teaching Monitor Ability , the factor of evaluation and the factor of feedback get highest scores, and the factor of control and regulation get lowest scores.2. There are no significant differences of the factors and overall level of Teaching Monitor Ability among the kindergarten teachers who are in different marital status3. There are significant differences in the factors of planning and preparation, feedback and evaluation, control and regulation and the overall scores among kindergarten teachers at different teaching ages . with the changing of teaching ages, kindergarten teachers’ Teaching Monitor Ability shows a developmental trend of ’rapid increase - slow decline - slowly rising’, kindergarten teachers’ Teaching Monitor Ability is at the lowest level at the teaching age of 5, and the ability improve the fastest at the teaching age of 6-10. This shows that kindergarten teachers’ Teaching Monitor Ability can not only be developed, but also be necessary . we should attach particular importance to promoting the growth of new teachers, and to shortening their development cycle.4. There are significant differences in the factor of control and regulation among different educated kindergarten teachers . among them , the secondary group is significantly higher than the college group. And there are no significant differences in other factors and the monitoring overall scores.5. There are significant differences in the factors of planning and preparation, feedback and evaluation, control and regulation and monitoring overall scores among kindergarten teachers with different titles. the higher the title level is, the higher the teaching monitoring factors and the monitoring overall scores are (except the after-school introspection).This study also used action research, to explore the methods of cultivating new kindergarten Teachers’ Teaching Monitor Ability in the action research. From 11th September, 2007 to 21th December,2007, the author cooperated with a new kindergarten teacher L in a Chongqing kindergarten . In the period of more than three months of action research, the method of changing role and the method of feedback were used to cultivate teacher L’s Teaching Monitor Ability .and certain effect had been achieved . we have found that it needs certain conditions to cultivate new kindergarten Teachers’Teaching Monitor Ability through action research. These conditions can be divided into internal and external aspects. The internal conditions include the motivation of professional growth, the research attitude, mastery of certain amount of research methods , some certain characteristics and so on . the external conditions include providing adequate time for new teachers to do research, creating a liberal democratic atmosphere , and providing the new teachers with different kinds of resources.更多还原