幼儿教师专业自主发展现状及影响因素分析研究

【作者】 张亚妮；

【导师】 程秀兰；

【作者基本信息】 陕西师范大学 ， 学前教育学， 2009， 硕士

【摘要】 1966年联合国教科文组织与国际劳工组织在《关于教师地位的建议》中提出,应当把教师职业作为专门的职业来看待,教师专业发展成为国际教育改革关注的问题及当代教师教育的主流话语。国际教师专业发展研究的历程和关注点经历了从“教育是不是一个专业”到“如何促进教师的专业发展”,从群体到个体,从外部到内部,从被动到自主发展的过程。幼儿教师专业自主发展倡导教师自我反思、主动更新和自觉自控,做自身专业发展的主人,这样的发展方式有利于幼儿教师实现个体的生命意义和作为教师职业人的生存价值,有利于推动幼儿教师专业化的发展,有利于儿童的发展,有利于教育事业及社会的进步和发展。本文在对幼儿教师专业自主发展问题进行理论思考与建构的基础上,通过问卷调查和访谈从宏观、横向了解西安市幼儿教师群体专业自主发展现状,通过个案研究从微观、纵向展现幼儿教师个体专业自主发展历程,综合分析影响幼儿教师专业自主发展的内、外因素,探讨促进幼儿教师专业自主发展的对策和建议。本文通过调查研究发现：西安市幼儿教师队伍的年龄结构呈年轻化趋势(18-35岁的幼儿教师占81.7%),学历层次以专科和本科为主(获得专科或本科学历的幼儿教师占83.9%),56.3%的幼儿教师无职称,男女性别比例悬殊(女性幼儿教师占97.5%)；约占7成的幼儿教师对自身从事的职业和目前专业发展状况持基本满意态度,另有3成的幼儿教师对自己的职业认同度低,幼儿教师队伍不太稳定；约占半数的幼儿教师有自主发展的想法和目标,但缺乏发展的具体行动,对如何实现专业发展规划和目标处于茫然状态；62.5%的幼儿教师重视教学反思和教育研究对专业发展的作用,但反思和研究仍处于浅表层次；仅有2.2%的教师自觉坚持阅读教育类的报刊、杂志和专业理论书籍,专业发展方式缺乏多元化。通过教育叙事的个案研究从个人生活史的角度展现了一名幼儿教师的专业自主发展历程。探析了影响幼儿教师专业发展的内部和外部因素：对教育的热爱是幼儿教师专业发展的原动力；自主发展的意识和能力是幼儿教师专业发展的关键；专业生活和教育实践是幼儿教师专业发展的基础和源泉。教育政策、组织文化、社会和家庭等外部因素影响幼儿教师专业自主发展。本文提出了促进幼儿教师专业自主发展的策略和建议：一方面,内塑自主,提高教师专业自主发展的意识和能力。唤醒专业自主发展意识,实施专业自主发展规划,丰富个人教育体验。另一方面,外塑环境,创设有利于教师专业自主发展的氛围和机制。提高幼儿教师福利待遇和社会地位,完善幼儿教师专业自主发展的机制和环境,给予幼儿教师教学自主的权力和空间。更多还原

【Abstract】 In 1966, the United Nations Educational Scientific and Cultural Organization (UNESCO) and International Labour Orgainzation (ILO) stated in Suggestions about Teachers’Status that the teaching should be considered as a profession. Nowadays, the professional development of teaching have become one of the hottest issues in the reformantion of international education and the main words of current teacher education. The development of international teaching profession has experience a course from whether teaching is a profession or not to how to promote the development of teaching profession, the group to the individual, the exterior to the interior and the passive to the positive. The autonomous development of teaching profession requires the teachers to be with the self-reflection, initiative innovation and self-control, attempt to be the master of the professional development. Such development mode is favorable for the realization of life meanings and life values for the teacher a individual, the development of teaching profession, the development of children, the progress and development of the entire society as well as the holly education cause. This thesis focues on the real stutus of the autonomous development of Kindergarten Teachers (KTs). By meas of questionnaires and interviews, the status-quo antonomous development of KTs in xi’an city were understood macroscopically and transversely. By means of case study, the development course of the teaching profession were revealed microscopically and longitudinally. Both the external and internal factors that affect the development of KTs were analyzed and the strategies as well as suggestions to promote the development of KTs were also discussed.After careful and meticulous investigation and research, it is found that the age structure of KTs in xi’an city exhibits a trend inclined to youger staffs(of which the KTs aged from 18 to 35 account for 81.7%).The KTs are mainly junor college graduates and undergraduates(accounting for 83.9%).56.3% of the KTs have not granted any titles.There is a considerable disparage in the ratio between female and male teaching staffs, of which the female takes up 97.5%. About 70% of the KTs are satisfied with the status quo development of the teaching profession while about 30% are not. More than half of the KTs have the aim or goal to realize the autonomous development of the teaching profession, but they are lacking in specific initiatives to take practical actions. More worse, they are ignorant of how to realize their goals.62.5% of the KTs put emphasis on the roles that education reflections and investigations plays in development the teaching profession, but the relfections and investigations are still in a low and superficial level. Using the case study of educational narration, the development course of one specific KT was revealed in the light of personal life. The internal and external factors that affect the development of KTs were discussed. The enthusiasm for education cause is the motive force for the development of the teaching profession. The consciousness and competences to realize self-development is the key to the development of KTs profession. The professional life and educational practice are the base and source. External factors such as education policies, organzaition cultuures, society and families also have unnegligible influences on the kindergarten teachers professional autonomy development.This thesis put forward strategies and advices for the kindergarten teachers professional autonomy development. One hand, all the teachers should be firstly self-cultivated to enhance their self-development consciousness and competences, arouse their autonomy development consciousness, perform their plans to realize and enrich their individual education experience. On the other hand, a sound external education environment should be provided to create an ideal atomosphere for the kindergarten teachers professional autonomy development. The benefit package and social status of teachers should be promoted. Moreover, teachers should be granted the authority and room of teaching to their will. The autonomy development mechanism and route of KTs should be improved, too.更多还原