【作者】 张丽丽；

【导师】 王景芝；

【作者基本信息】 河北师范大学 ， 学前教育（专业学位）， 2017， 硕士

【摘要】 基础教育决定着人类发展的未来和教育发展的方向。作为基础教育执行者之一的幼儿教师的专业化发展是全社会关注的焦点。专业认同是幼儿教师专业化发展的动力和促进其专业成长的有效途径,越来越多的学者认识到它的重要性,做了大量的相关研究。本文是关于承德市区幼儿教师专业认同的初步探究。采用定性与定量相结合的研究方法,在对幼儿教师专业认同现状进行调查的基础上,予以分析,提出对策和建议。本研究共分五部分。第一部分为绪论,介绍了论文选题的缘由和本研究采用的目的方法,界定了核心概念并对国内外相关文献进行了综述分析。第二部分是本研究的理论基础阐述,介绍了埃里克森的心理社会发展论、班杜拉的认知社会学习理论和布朗芬布伦纳的生态系统论。第三部分是本研究的主体部分,采用自编问卷,从六个维度:专业目标、专业情感、专业投入、专业技能、专业承诺和专业支持对承德市区372名幼儿教师进行问卷调查,结果表明:1.承德市区幼儿教师专业认同总体水平较高。2.幼儿教师专业认同在幼儿园所在辖区、园所性质、年龄、教龄、学历、职称、工资收入等因素上存在显著差异。具体表现为:双桥区的幼儿教师专业认同水平高于其他两个城区;公立园幼儿教师专业认同水平高于民办园幼儿教师;年龄在31-40岁组、教龄在11-20年组的幼儿教师专业认同水平高于其他年龄组和教龄组的幼儿教师;大专学历水平的幼儿教师专业认同水平分别高于其他学历组的幼儿教师;小教一级职称的幼儿教师专业认同水平高于其他职称组的幼儿教师;工资水平在3000元以上组的教师其专业认同水平高于其他工资组的幼儿教师。第四部分是分析讨论承德市区幼儿教师专业认同现状、存在差异的原因。第五部分基于布朗芬布伦纳的生态系统论的理论框架,在问卷调查的基础上,针对承德市区幼儿教师专业认同水平现状,提出对策如下:1.宏系统(社会大环境):社会文化要突出尊师重教;舆论导向要侧重儿童成长目标。2.外系统(教育管理部门):政策支持应体现精准帮扶;资源共享应关照私立园所;进修制度应定期完善。3.中系统(幼儿园):重视幼儿教师的梯队建设;关注幼儿教师的心理健康。4.微系统(幼师个人):提升自我的幸福感;强化毕生学习的能力。总之,专业认同是幼儿教师工作的推动力,提高承德市区幼儿教师的专业认同水平需要社会大环境、教育管理部门、幼儿园及幼儿教师个人多条路径的共同努力。更多还原

【Abstract】 Education determines the future of humanity.Basic education determines the direction of education development.As one of the basic education performers,the professional development of preschool teachers is the central point of the whole society.Professional identity is the driving force for the professional development of preschool teachers and an effective way to promote their professional growth.More and more scholars have realized the importance of it and have done a lot of related research.This paper is a preliminary inquiry about the professional identification of preschool teachers in Chengde city.Based on investigating the current situation of professional identification of preschool teachers,using combining research methods of qualitative and quantitative,the author analyzes and puts forward countermeasures and Suggestions about it.This study is divided into five parts.The first part is the introduction,which introduces the reasons for the topic selection and the objectives and methods used in this study.The core concept is defined and the related literatures at home and abroad are reviewed and analyzed.The second part is the theoretical basic expound of this study,which introduces Eriksson’s theory of psychosocial development,the cognitive social learning theory of Bandura,and the ecosystem theory of Bronfenbrenner.The third part is the main part of this study,using self-made questionnaire,372 preschool teachers in Chengde city was conducted from six dimensions: professional goal,professional emotion,professional investment,professional skills,professional commitment and support of the questionnaire survey,the results showed that: 1.The overall level of professional recognition of preschool teachers in Chengde city is higher.2.The professional identification of preschool teachers has significant differences in the areas of the kindergarten,the nature,age,teaching age,academic degree,Job title and salary income.The specific expression is: the professional identity of preschool teachers in Shuangqiao district is higher than that of the other two cities;the level of professional identification of preschool teachers in public kindergartens is higher than that of kindergartens.The level of professional identification of preschool teachers groups between 31 to 40 years and between 11 to 20 years teaching experience were higher than those in other age groups and teaching age groups.The professional recognition level of preschool teachers in the tertiary level is higher than that of the other academic group.The professional identification level of preschool teachers in primary grade level is higher than that in other professional title groups.Teachers in groups with a salary of more than 3,000 yuan have a higher level of professional identity than those of other pay groups.The fourth part is to discuss the presentsituation of professional identity of preschool teachers in Chengde city and the reasons for differences.The fifth part is based on theory frame of ecological system theory of Bronfenbrenner,on the basis of questionnaire survey,according to current situation of Chengde city preschool teachers’ professional identity level,put forward the countermeasures as follows: 1.the macro system(social environment): social culture should show respect teachers and attach great importance to education;Public opinion direction should focus on children’s growth goals.2.External system(education management department): policy support should reflect accurate support;Resource sharing should be taken care of private parks;the study system should be perfected regularly.3.Central system(kindergarten): pay attention to the construction of children’s teachers;Pay attention to the mental health of preschool teachers.4.Micro-system(individual): improve self-satisfaction;strengthen the ability of lifelong learning.In conclusion,professional identity is the driving force of the preschool teachers’ work,improve the professional identification of preschool teachers in Chengde requires the joint efforts of the social environment,education management,kindergarten and the individual paths of preschool teachers.更多还原