【摘要】：教師在職培訓是促進教師專業(yè)發(fā)展的有效途徑之一,已有研究發(fā)現,我國學前教師的在職培訓已經有了足夠規(guī)模的數量覆蓋,但是在質量方面還有待提升。領域教學知識作為體現教師專業(yè)知識和能力的關鍵要素,已經成為促進教師專業(yè)發(fā)展的重要途徑而備受關注。本研究以行動研究為過程,梳理并分析培訓開展的過程、教師的行為以及反饋,以此探索基于領域教學知識為核心的學前教師培訓之路徑,并為思考和建構我國學前教育背景下的教師培訓系統提供實證依據。本研究選取了北京、上海、四川、浙江四個省市地區(qū)共計224名目標教師為研究對象,運用了觀察法、訪談法、問卷調查法、文本分析等研究方法,收集了從2016年7月至2017年1月的行動研究資料。研究以Desimone提出的有效教師培訓具備的五大要素:核心經驗、主動學習、一致性、持續(xù)時間、團體參與度為基礎設計了以暑期學校、參與式互動工作坊、學習社區(qū)、課堂實踐等促進教師專業(yè)成長的一體化培訓系統。以建構主義對于學習環(huán)境四大要素:情境、協作、會話、意義建構為框架,分析了教師作為學習者在培訓中的行動過程。研究發(fā)現,培訓的情境性可以更好地提高教師的實踐能力;培訓的即時性可以促進教師的可持續(xù)發(fā)展;培訓的啟發(fā)性可以促進教師觀念的轉變。最后,本研究在研究結論的基礎上對后續(xù)培訓提出了若干建議。
[Abstract]:Teacher on-the-job training is one of the effective ways to promote teachers' professional development. It has been found that the on-the-job training of preschool teachers in China has been covered on a sufficient scale, but the quality still needs to be improved. As a key element of teachers' professional knowledge and ability, domain teaching knowledge has become an important way to promote teachers' professional development. This study takes action research as the process, combs and analyzes the process of training, teachers' behavior and feedback, so as to explore the path of preschool teacher training based on domain teaching knowledge. It also provides an empirical basis for thinking and constructing the teacher training system under the background of preschool education in China. In this study, 224 target teachers in four provinces and cities of Beijing, Shanghai, Sichuan and Zhejiang were selected as the research objects, and the methods of observation, interview, questionnaire survey and text analysis were used. Operational research data from July 2016 to January 2017 were collected. Based on the five elements of effective teacher training proposed by Desimone: core experience, active learning, consistency, duration and group participation, the study designed summer schools, interactive workshops and learning communities. Classroom practice and other integrated training system to promote teachers' professional growth. Based on the four elements of constructivism for learning environment: situation, cooperation, conversation and meaning construction, this paper analyzes the action process of teachers as learners in training. It is found that the situational nature of training can better improve the practical ability of teachers, the timeliness of training can promote the sustainable development of teachers, and the enlightenment of training can promote the change of teachers' concept. Finally, on the basis of the conclusions of the study, this study puts forward some suggestions for follow-up training.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615

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本文編號：2479123