本文關(guān)鍵詞： 農(nóng)村幼兒園教師 專業(yè)知識 困境 策略　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：農(nóng)村幼兒園教師的專業(yè)知識是其專業(yè)發(fā)展的重要根基,其豐富程度和運用情況對農(nóng)村幼兒教育質(zhì)量具有關(guān)鍵性影響。近年來,對教師專業(yè)知識的研究愈發(fā)受到青睞,成為教育領(lǐng)域的重要議題。通過文獻(xiàn)收集和整理,可知當(dāng)下對教師專業(yè)知識的研究大多指向中小學(xué)教師,同時多以量化的視角來衡量,而對幼兒園教師專業(yè)知識的研究---尤其在農(nóng)村幼兒園教師專業(yè)知識的質(zhì)化研究方面則顯得較為單薄。由此,本研究采用質(zhì)的研究取向中的個人個案研究法,選取一位農(nóng)村幼兒園教師來開展質(zhì)化研究。研究者走進(jìn)真實的農(nóng)村幼兒園,通過密切接觸一位農(nóng)村幼兒園教師,深入到其幼兒園保育和教育活動之中,通過一定階段的追蹤研究(以觀察、訪談、和文本分析等方式),記錄和分析發(fā)生在該教師身上的教育事件及其應(yīng)對情況,以《幼兒園教師專業(yè)標(biāo)準(zhǔn)》“專業(yè)知識”部分對教師的基本要求為依據(jù),對這些教育事件進(jìn)行“解釋性理解”,以較深入地探析個案教師專業(yè)知識的現(xiàn)實樣態(tài),分析其發(fā)展專業(yè)知識所面臨的現(xiàn)實困境,在此基礎(chǔ)上,為其提出具有針對性的策略和比較可行性的啟示。本研究的基本框架由五部分構(gòu)成:第一部分,問題提出。從研究緣起出發(fā),指出專業(yè)知識逐漸成為教師專業(yè)發(fā)展領(lǐng)域的重要議題。與此同時,農(nóng)村幼兒園教師的專業(yè)知識較為缺乏,其制約著自身的專業(yè)發(fā)展和農(nóng)村學(xué)前教育質(zhì)量的提升。接著,在多方面收集文獻(xiàn)的基礎(chǔ)上,對教師專業(yè)知識的內(nèi)涵及其結(jié)構(gòu)、幼兒園教師專業(yè)知識現(xiàn)狀及獲取途徑、以及農(nóng)村幼兒園教師專業(yè)發(fā)展困境和消解策略等方面的現(xiàn)有研究進(jìn)行梳理和總結(jié),以期并為本次研究提供一定的啟示、借鑒。最后,問題提出部分還探討了本次研究的研究意義。第二部分,研究設(shè)計。該部分首先明確提出本次研究的問題,并對本次研究中涉及的核心概念進(jìn)行了操作性定義。進(jìn)而,明確本研究所涉及的研究方法,對研究對象的選擇和研究之過程進(jìn)行了專門闡述,最后對資料的收集和整理分析進(jìn)行了介紹。第三部分,G老師專業(yè)知識的現(xiàn)實樣態(tài)及分析。通過觀察、事件記錄和訪談以文本分析等途徑,研究者對G老師專業(yè)知識的現(xiàn)實樣態(tài)給予了呈現(xiàn)和剖析。研究發(fā)現(xiàn):從專業(yè)知識的結(jié)構(gòu)來看,G老師掌握了比較豐富的幼兒發(fā)展知識,通識性知識欠缺。從教師專業(yè)知識的特點來看,G老師的專業(yè)知識具有明顯的個體性特點;從教師專業(yè)知識的來源看,G老師自身專業(yè)知識主要來源于在職進(jìn)修和網(wǎng)絡(luò)瀏覽。第四部分,G老師專業(yè)知識發(fā)展面臨的困境。本部分較為深入地對G老師在專業(yè)知識發(fā)展中所面臨的困境進(jìn)行了探討,得知其面臨的困境如下:教師工作環(huán)境相對封閉,其專業(yè)知識發(fā)展缺少良好的平臺;教師參與培訓(xùn)機(jī)會較少,不能滿足其專業(yè)知識發(fā)展的需求;園所教研氛圍比較缺乏,影響教師間的交流、知識分享;G老師自身專業(yè)發(fā)展的內(nèi)驅(qū)力不足,其專業(yè)知識更新較慢。第五部分,促進(jìn)策略。文章基于G老師專業(yè)知識的“實然”樣態(tài),并結(jié)合其遇到的瓶頸和困難,提出合理化和較具有可行性的促進(jìn)策略,以期助力于農(nóng)村幼兒園教師專業(yè)知識的發(fā)展和自身素養(yǎng)的提升。
[Abstract]:Rural Kindergarten Teachers' professional knowledge is the important foundation of their professional development, the abundance and use is the key influence on the quality of preschool education in rural areas. In recent years, the research on Teachers' professional knowledge is increasingly favored, has become an important issue in the field of education. Through the literature collection and Research on Teachers' professional knowledge of the present most points to the primary and middle school teachers, and to quantify the perspective to measure and Research on Kindergarten Teachers' professional knowledge, especially in the aspect of qualitative research of Rural Kindergarten Teachers' professional knowledge is relatively weak. Therefore, this study adopts the qualitative research approach in individual case study, select a kindergarten teachers in rural areas to carry out the qualitative research. The researcher into the real rural kindergarten, through close contact with a rural kindergarten teachers, kindergarten teaching and depth of their conservation Education activities, through a certain stage of the follow-up study (with observation, interview and text analysis, etc.), recording and analysis in the teacher education event and its response to the situation, the kindergarten teachers' professional standards < > "professional knowledge" part of the teachers' basic requirements as the basis for understanding "" for these educational events, to deeply analysis of the realistic case of teachers' professional knowledge, analyzes the realistic dilemma faced by the development of professional knowledge, on this basis, the proposed targeted and feasible strategy of enlightenment. The basic framework of this study consists of five parts: the first part of the problem. Put forward. Starting from the origin of the study, pointed out that the professional knowledge has gradually become an important issue in the field of teacher's professional development. At the same time, the lack of Rural Kindergarten Teachers' professional knowledge, which restricts their professional And the development of rural preschool education quality. Then, based on the literature collected in many ways, the connotation of teachers' professional knowledge and structure of kindergarten teachers' professional knowledge, access to the situation and the way, and the rural kindergarten teachers' professional development dilemma and resolution strategy. The existing research review and summary, in order to provide a inspiration for this research reference. Finally, this part also discusses the research significance of this research. The second part, the research design. This part first puts forward the research problem, and the core concepts involved in the research of the operational definition. Then, clearly involved in this study study on the method for the selection of research object and research process are specially described, finally the collection and analysis of data collection are introduced. The third part, teacher professional knowledge is G Solid state and analysis. Through observation, interviews with event recording and text analysis approach, researchers gave a presentation and analysis of the realistic condition of G teacher professional knowledge. The study shows that the structure of professional knowledge, G teachers to master the rich knowledge of children's development, a general lack of knowledge from. The characteristics of teachers' professional knowledge, professional knowledge of G teachers have individual obvious characteristics; from the source of teachers' professional knowledge, G teacher professional knowledge mainly from in-service training and web browsing. The fourth part, the development of teacher professional knowledge G difficulties. This part deeply on G teacher faces in professional knowledge in the development of difficulties were discussed, the difficulties are as follows: Teachers' work environment is relatively closed, the lack of good professional knowledge development platform; teachers' participation in training less, not full All the needs of the development of professional knowledge; the lack of research park atmosphere, teacher exchanges, sharing of knowledge; G teacher professional development drive, the professional knowledge update slowly. In the fifth part, the strategies to promote teacher professional knowledge. The G "reality" based on the state, combined with the bottleneck and the difficulties encountered, put forward reasonable and more feasible promotion strategies, in order to help in the development of Rural Kindergarten Teachers' professional knowledge and enhance their own literacy.

【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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