【摘要】：近年來(lái),伴隨著《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要（2010—2020年）》的頒布及各省市關(guān)于“學(xué)前教育三年行動(dòng)計(jì)劃”的啟動(dòng),推動(dòng)了我國(guó)公辦幼兒園的發(fā)展步伐。合同制教師雖然沒(méi)有正規(guī)編制身份，但是作為我國(guó)公辦幼兒園教師隊(duì)伍的有力補(bǔ)充，為幼兒教育的發(fā)展做出了卓越貢獻(xiàn)。幼兒教師的職業(yè)發(fā)展水平是影響幼兒教育發(fā)展的重要因素。合同制教師身為幼兒教育工作的專(zhuān)業(yè)人員，實(shí)現(xiàn)在職業(yè)道德、職業(yè)理想、專(zhuān)業(yè)知識(shí)、專(zhuān)業(yè)能力等方面從不成熟到成熟的職業(yè)發(fā)展過(guò)程是幼兒教育發(fā)展的內(nèi)在需求。本研究采取訪(fǎng)談和調(diào)查相結(jié)合的研究方法，以昆明市部分公辦幼兒園的近110名合同制教師作為研究對(duì)象，就公辦園合同制教師職業(yè)發(fā)展現(xiàn)狀進(jìn)行調(diào)查，并根據(jù)調(diào)查對(duì)影響因素進(jìn)行分析，在此基礎(chǔ)上，筆者從社會(huì)、幼兒園和自我發(fā)展幾個(gè)方面就促進(jìn)公辦園合同制教師的職業(yè)發(fā)展提出對(duì)策。 本論文分為四章。第一章緒論部分，對(duì)公辦園合同制教師的出現(xiàn)及相關(guān)的文獻(xiàn)綜述進(jìn)行了簡(jiǎn)單的論述，，分析并提出了公辦園合同制教師職業(yè)發(fā)展的相關(guān)概念及本研究的目的及意義。 第二章分別從公辦園合同制教師的基本情況、職業(yè)認(rèn)同、專(zhuān)業(yè)發(fā)展及對(duì)公辦園園長(zhǎng)及在編教師的訪(fǎng)談進(jìn)行城市公辦園合同制教師職業(yè)發(fā)展現(xiàn)狀的調(diào)查分析，發(fā)現(xiàn)當(dāng)前城市公辦園合同制教師普遍缺乏社會(huì)認(rèn)可、流動(dòng)性大、職業(yè)認(rèn)同度低、專(zhuān)業(yè)發(fā)展水平不高等現(xiàn)象。 第三章從宏觀(guān)層面的國(guó)家社會(huì)外部環(huán)境，中觀(guān)層面的幼兒園組織管理和微觀(guān)層面的合同制教師自身這三個(gè)方面對(duì)影響公辦園合同制教師職業(yè)發(fā)展的因素進(jìn)行分析。社會(huì)環(huán)境因素包括傳統(tǒng)職業(yè)觀(guān)念的影響、我國(guó)現(xiàn)有教育體制的不合理和對(duì)教師編制的管理不科學(xué)，幼兒園因素包括忽視對(duì)合同制教師職業(yè)生涯規(guī)劃、缺乏積極心理的科學(xué)引導(dǎo)、培養(yǎng)體系不完善，最后從專(zhuān)業(yè)理念和意識(shí)、專(zhuān)業(yè)知識(shí)、專(zhuān)業(yè)能力幾個(gè)方面對(duì)合同制教師自身因素進(jìn)行分析。 第四章從社會(huì)客觀(guān)環(huán)境、幼兒園內(nèi)部組織管理和合同制教師自我發(fā)展幾個(gè)方面，對(duì)促進(jìn)城市公辦園合同制教師的職業(yè)發(fā)展提出對(duì)策。
[Abstract]:In recent years, with the promulgation of the outline of the National Medium-and Long-Term Education Reform and Development Program (2010-2020) and the launching of the three-year action plan for preschool education in various provinces and cities, the pace of development of public kindergartens in China has been promoted. Although contract teachers do not have formal establishment status, but as a powerful complement to our public kindergarten teachers, they have made outstanding contributions to the development of early childhood education. The professional development level of preschool teachers is an important factor affecting the development of early childhood education. As a professional of preschool education, contract teachers need to realize the process of professional development from immature to mature in professional ethics, professional ideal, professional knowledge, professional ability and so on. This research adopts the method of interview and investigation, taking nearly 110 contract teachers in some public kindergartens in Kunming as the research object, and investigating the present situation of the professional development of the contract teachers in the public gardens. Based on the investigation and analysis of the influencing factors, the author puts forward some countermeasures to promote the professional development of contract teachers in public gardens from the aspects of society, kindergarten and self-development. This paper is divided into four chapters. In the first chapter, the author makes a brief discussion on the emergence of contract teachers in public gardens and related literature review, analyzes and puts forward the related concepts of the professional development of contract teachers in public gardens and the purpose and significance of this study. In the second chapter, from the basic situation, professional identity, professional development and interviews with public garden directors and teachers, the author investigates and analyzes the status quo of the professional development of contract teachers in urban public gardens. It is found that there is a general lack of social recognition, high mobility, low degree of professional identity and low level of professional development of contract teachers in urban public gardens. The third chapter analyzes the factors that affect the professional development of public garden contract teachers from the macro level of the external environment of the national society, the middle level of kindergarten organization and management and the micro level of contract teachers themselves. The social environmental factors include the influence of traditional vocational concepts, the unreasonable education system and the unscientific management of teachers' establishment in our country. The kindergarten factors include neglecting the professional career planning of contract teachers and lacking the scientific guidance of positive psychology. The training system is not perfect. Finally, the author analyzes the factors of contract teachers from the aspects of professional idea and consciousness, professional knowledge and professional ability. The fourth chapter puts forward countermeasures to promote the professional development of contract teachers in urban public gardens from the aspects of social objective environment, internal organization and management of kindergarten and self-development of contract teachers.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G615

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