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  本文選題：幼兒園骨干教師　切入點：反思　出處：《華東師范大學》2014年碩士論文　論文類型：學位論文

【摘要】：反思被廣泛地看作是教師職業(yè)發(fā)展的決定性因素,將教師培養(yǎng)成反思型教師是教師專業(yè)化發(fā)展的核心和關鍵。當今教師培訓迫切需要為特定背景教師群體提供的行之有效的培訓模式及策略。本研究正是關注特定教師群體——幼兒園骨干教師,旨在為其構想行之有效的培訓模式及策略。并且采用質與量相結合的研究方法,從反思入手,衡量培訓之效。 本研究以上海市幼兒園骨干教師ZX名師基地為研究對象,在已有理論、研究的基礎上,建立教師反思編碼系統(tǒng),從反思態(tài)度、反思內容、反思價值取向和反思水平等四個方面考察骨干教師們的反思特點、反思水平,及其變化情況。并且研究者歷時兩年參與到該骨干教師培訓中,對幼兒園骨干教師培訓的內容、模式,以及教師們的反思情況進行了細致的觀察,并與基地的20位骨干教師進行多次、深入的訪談。 研究結果表明,在反思方面,幼兒園骨干教師對反思目的有較為統(tǒng)一的認識,即促進其專業(yè)發(fā)展,但教師們對反思的性質有著各自不同的看法；骨干教師普遍具有開放的反思態(tài)度,反思的主要內容為信念系統(tǒng),反思的價值取向最多為學術取向、其次為發(fā)展取向；骨干教師的反思水平與“責任感”、“背景因素”、“社會重構”取向存在顯著相關；研究前后期,骨干教師們的平均反思水平從前期的“描述性水平”顯著提高到“對話水平”。 在培訓模式方面,ZX名師基地的公共理論模塊中,通識教育講座滋養(yǎng)骨干教師“心靈”,引發(fā)骨干教師“大”的思考;學科專題模塊中,專家講座面對學科權威時,教師們態(tài)度不一。如何讓讀書活動的“共鳴”變?yōu)椤肮步狻?需要培訓活動組織者進一步思考；實踐反思模塊中,骨干教師們受益于與一線教學貼近的實踐活動、游學活動,受益于與專家的互動環(huán)節(jié),但教師們的關于此的反思呈現(xiàn)層次性差異。 最后,本研究根據已有發(fā)現(xiàn),建構出“幼兒園骨干教師主題反思培訓模式”,并對如何增強教師專業(yè)知識儲備、如何建立骨干教師反思“生態(tài)圈”、如何增強主題式培訓模式的的科學性與本土性、如何促進教師自主發(fā)展機制的形成、如何發(fā)揮骨干教師輻射力量、如何陪伴骨干教師越過“高原期”等方面提出建議。
[Abstract]:Reflection is widely regarded as a decisive factor in the professional development of teachers. Cultivating teachers into reflective teachers is the core and key of teachers' professional development. Nowadays, teacher training urgently needs to provide effective training models and strategies for teachers with specific backgrounds. Teachers group-key kindergarten teachers, The purpose of this paper is to conceive effective training models and strategies, and adopt the research method of combining quality and quantity to evaluate the effect of training from the perspective of reflection. This research takes Shanghai kindergarten backbone teacher ZX famous teacher base as the research object, on the basis of the existing theory and research, establishes the teacher reflection coding system, from the reflection attitude, the reflection content, The reflection value orientation and reflection level are four aspects to examine the reflection characteristics, reflection level, and its changes of the backbone teachers. Moreover, the researcher took two years to participate in the training of the backbone teachers and the contents of the training for the kindergarten backbone teachers. Model, as well as the reflection of the teachers to make a careful observation, and with the base of 20 backbone teachers for many times, in-depth interviews. The results show that, in the aspect of reflection, the backbone teachers of kindergartens have a more unified understanding of the purpose of reflection, that is, to promote their professional development, but teachers have different views on the nature of reflection; Backbone teachers generally have an open attitude towards reflection, the main content of reflection is belief system, and the value orientation of reflection is academic orientation, followed by development orientation; The reflection level of backbone teachers is significantly related to the orientation of "sense of responsibility", "background factors" and "social reconstruction", and the average level of reflection of backbone teachers has increased from "descriptive level" to "dialogue level". In the training mode, in the public theoretical module of ZX famous teacher base, the general education lecture nourishes the backbone teacher's "soul" and causes the backbone teacher's "big" thinking; in the subject thematic module, when the expert lecture faces the discipline authority, Teachers have different attitudes. How to make the "resonance" of reading activities into "common understanding" requires further thinking by the organizers of training activities; in the practical reflection module, the backbone teachers benefit from the practical activities close to the front-line teaching, and the study tours. Thanks to the interaction with experts, teachers' reflections on this issue differ in different levels. Finally, according to the existing findings, this study constructs a "reflection training mode for key kindergarten teachers", and discusses how to strengthen teachers' professional knowledge reserve. How to establish the backbone teachers to reflect on the "ecological circle", how to enhance the scientific and local nature of the thematic training mode, how to promote the formation of the teachers' independent development mechanism, how to give full play to the radiation power of the backbone teachers, How to accompany the backbone teachers over the "plateau period" and other aspects put forward suggestions.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G615

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本文編號：1650379