本文選題：職初教師 + 音樂教學素質(zhì)�。� 參考：《上海師范大學》2017年碩士論文

【摘要】：2010年,國務(wù)院正式頒布《國家中長期教育改革和發(fā)展規(guī)劃綱要》(2010-2020),學齡前教育獲得了規(guī)�？涨暗陌l(fā)展。在這樣一個發(fā)展背景下,幼兒教師的教學素質(zhì)被認為是學前教育改革與發(fā)展中的一項關(guān)鍵因素,換句話說,普及學齡前教育離不開大批合格的,甚至高素質(zhì)的幼兒教師。因此,幼兒園職初教師的專業(yè)成長問題日益凸顯,也被越來越多的教育行政部門、學者、專家、家長所關(guān)注與重視。而音樂教育作為藝術(shù)教育中不可或缺的重要組成部分在幼兒教育中無可厚非地保有了舉足輕重的地位。倍感遺憾的是,音樂教育在幼兒教育中所占據(jù)的至關(guān)重要的地位,還未獲得相關(guān)部門與學校的普遍關(guān)注。音樂教育有支持兒童人格和諧發(fā)展、豐富幼兒情感與審美體驗的目標,孩子們在活動中嘗試選用自己熟悉、喜歡的形式表達表現(xiàn)。作為音樂活動實施者的幼兒教師,其自身的音樂素質(zhì)與教育素質(zhì)都將影響到自己的教學行為,而教學行為作為課程實施的重要影響因素在很大程度上決定了音樂活動本身的質(zhì)量與價值。鑒于以上情況,本研究將研究范圍設(shè)定為上海市長寧區(qū)在職在編教齡未滿五年的幼兒園教師,采取分層抽樣法,即參照該區(qū)公辦幼兒園現(xiàn)有級別劃分情況,從該區(qū)1所示范幼兒園、5所一級幼兒園、7所二級幼兒園抽取樣本。采用問卷調(diào)查法對工作年限未滿五年的幼兒園教師的音樂教學素質(zhì)開展深入調(diào)查,對部分園長與職初教師進行半結(jié)構(gòu)化訪談,分別在該區(qū)一所示范幼兒園、一所一級幼兒園、一所二級幼兒園,總共三所幼兒園內(nèi)各隨機抽取兩位職初教師通過文字記錄與手機錄像相結(jié)合的方式對她們實施的音樂活動進行非參與式觀察。從而知曉幼兒園職初教師音樂教學素質(zhì)的現(xiàn)存狀況,剖析其中存在的問題,分析導致問題出現(xiàn)的原因,探尋提升幼兒園職初教師音樂教學素質(zhì)的有效策略。研究結(jié)果表明:職初教師,尤其是非專業(yè)職初教師的音樂教學素質(zhì)偏低,不利于音樂活動的高效開展。針對研究結(jié)果,提出了注重幼兒園音樂活動價值取向的回歸;優(yōu)化職前音樂教育,關(guān)注入職標準;提升幼兒園對音樂教育的重視程度;完善幼兒園教師入職培訓的管理體制等提升策略,從而落實課改理念,保證幼兒園音樂活動的效果與質(zhì)量。
[Abstract]:In 2010, the State Council formally promulgated the outline of the National medium and long term Education Reform and Development Plan 2010-2020, and the preschool education developed on an unprecedented scale. In such a developing background, the teaching quality of preschool teachers is regarded as a key factor in the reform and development of preschool education. In other words, the popularization of preschool education can not be separated from a large number of qualified, even high-quality preschool teachers. Therefore, the professional growth of kindergarten teachers is becoming more and more important and concerned by more and more educational administrative departments, scholars, experts and parents. As an indispensable part of art education, music education holds a pivotal position in early childhood education. It is a pity that music education plays an important role in early childhood education, which has not been paid much attention by relevant departments and schools. Music education has the goal of supporting the harmonious development of children's personality, enriching children's emotion and aesthetic experience, and children try to choose their own familiar, like form expression in the activities. As the implementers of music activities, the teacher's own music quality and educational quality will affect his teaching behavior. As an important factor of curriculum implementation, teaching behavior determines the quality and value of music activities to a great extent. In view of the above situation, the scope of this study is defined as kindergarten teachers in Changning District of Shanghai who have less than five years of active teaching age, adopting stratified sampling method, that is, referring to the existing classification of public kindergartens in this area. Samples were taken from 1 model kindergarten, 5 first class kindergartens and 7 level 2 kindergartens. A questionnaire survey was conducted to investigate the music teaching quality of kindergarten teachers who had less than five years of service, and semi-structured interviews were conducted between some kindergarten directors and junior teachers, respectively, in one model kindergarten and one first-level kindergarten in this area. In a secondary kindergarten, two junior teachers were randomly selected from each of the three kindergartens to conduct a non-participatory observation of their music activities through the combination of written records and mobile video. In order to know the existing situation of the kindergarten teachers' music teaching quality, analyze the existing problems, analyze the causes of the problems, explore the effective strategies to improve the kindergarten teachers' music teaching quality. The results show that the junior teachers, especially the non-professional junior teachers, have a low quality of music teaching, which is not conducive to the efficient development of music activities. According to the results of the study, the author puts forward to pay attention to the return of the value orientation of music activities in kindergarten, to optimize the pre-service music education, to pay attention to the entry standard, to enhance the degree of attention to the music education in the kindergarten; To improve the management system of kindergarten teachers' entry training, so as to carry out the concept of curriculum reform and ensure the effect and quality of kindergarten music activities.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.5

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