【作者】 郭海燕；

【导师】 杨晓萍；

【作者基本信息】 西南大学 ， 学前教育， 2006， 硕士

【副题名】以江西省万安县农村幼儿教师专业发展为例

【摘要】 教师专业化的重心已转移到以教师内在专业素质的提高和专业实践的改进为特征的教师专业发展上来，并日趋成为人们关注的焦点和当代教育改革的中心主题之一。《幼儿园教育指导纲要(试行)》的实施对幼儿教师的专业素质提出了更新更高的要求，而现实中幼儿教师，特别是农村幼儿教师实际的专业素质离这种要求还有较大差距。因此，研究如何促进幼儿教师的专业发展就成为当务之急。 本研究在借鉴已有的教师专业发展的理论研究的基础上，运用文献研究、问卷调查、访谈等方法，对江西省万安县农村幼儿教师专业发展的现状进行调查。研究从幼儿教师的专业精神、专业知能、专业工作状况、自我专业发展及学校文化五个方面考察江西省万安县农村幼儿教师专业发展的现状及存在的问题；然后从校外、校内及幼儿教师自身三个纬度分析了制约其专业发展的因素；最后提出相应的建议：政府与教育主管部门要通过建立健全幼儿教师专业发展的机制促进教师专业发展；学校要通过建立合作的教师文化，指导幼儿教师进行行动研究，实施校本培训促进教师专业发展；农村幼儿教师要增强自主专业发展意识，不断地进行反思，并加强教师之间的合作与交流，最终促进自身专业发展。更多还原

【Abstract】 The teachers’ professional development, which is characterized by improving teachers, inner professional quality and professional practice, has become the central topic of teachers specialization and is gradually becoming the focus people attach importance to and one of central issues among contemporary educational reform. The implementation of overview directions of preschool education set an even higher demand on preschool teacher’s professional quality. But the Present situation is that preschool teachers, especially the preschool teachers in rural area can not meet the demands. Consequently, it is urgent to study how to improve preschool teachers’ professional quality.Based on the theory of previous research on teachers’ professional development, this research using documentation, questionnaire , interview, review the present situation of rural preschool teachers’ professional development in Wan’an from five aspects :the speciality spirit, speciality knowledge and abilities, teaching, self-awareness of professional development, the culture of school ,and find the problems hitherto existed; then analyze the factors which influence rural preschool teachers’ professional development from three dimension: society, school, preschool teachers itself; lastly, according to the factors, some suggestions have been put forward from this three aspects: government and educational administration should constitute soundly the system of the rural preschool teachers’ professional development; school should create the culture of co-operation, teach rural preschool teachers how to do action research and do school-base training; the teacher itself should enhance self-awareness of professional development ,reflect and strengthen the co-operation and communication among teachers for promoting teachers itself professional development.更多还原