N省農村幼兒教師專業(yè)知識水平的實證研究
發(fā)布時間：2019-05-18 09:29
【摘要】：通過對N省227名農村幼兒教師問卷調查與訪談調查,了解到該教師群體專業(yè)知識水平的實際情況,發(fā)現(xiàn)農村幼兒教師專業(yè)知識發(fā)展的困境,探析影響農村幼兒教師專業(yè)知識水平的因素,從而探討出有效提升的策略。調查發(fā)現(xiàn),農村幼兒教師專業(yè)知識水平具有以下特點:1.農村幼兒教師專業(yè)知識的總體水平較高,三個因子的得分均高于中等水平,其中幼兒保教知識的得分最高,通識性知識的得分最低。2.所學專業(yè)為學前教育的農村幼兒教師與所學專業(yè)為非學前教育的農村幼兒教師,在幼兒發(fā)展知識水平與幼兒保教知識水平上存在顯著差異,三組教師得分按高低順序排列依次為第一專業(yè)為學前教育專業(yè)、第二專業(yè)為學前教育專業(yè)、非學前教育專業(yè)。3.學歷不同的農村幼兒教師在幼兒保教知識水平上存在顯著差異,三組教師得分按高低順序排列依次為本科學歷、大專學歷、高中及以下學歷。4.具備教師資格證的農村幼兒教師與不具備教師資格證的農村幼兒教師,在幼兒發(fā)展知識水平與幼兒保教知識水平上存在顯著差異。且得分上前者高于后者。同時農村幼兒教師專業(yè)知識現(xiàn)狀存在以下問題:1.農村幼兒教師對專業(yè)知識各部分內容的掌握不均衡。2.農村幼兒教師知識的廣度和深度有待提高。在幼兒發(fā)展知識上的具體表現(xiàn)是:欠缺對幼兒隱私權的理解與尊重、對學前教育政策法規(guī)研讀不夠細致和全面、對理論知識與實踐知識的掌握不均衡。在幼兒保教知識上的具體體現(xiàn)是:幼兒教師的兒童觀與教育觀有待端正、對幼兒教育的各層次目標理解不深、安全教育知識水平有待提升。在通識性知識上的具體體現(xiàn)為:現(xiàn)代信息技術知識有所欠缺、自然科學和人文社科知識掌握不全面。通過對農村幼兒教師的訪談,發(fā)現(xiàn)影響農村教師專業(yè)知識水平的因素有農村幼兒教育投入不足;欠缺在職培訓的機會;幼兒園繁重的工作;教師在職學習的功利性較強;對通識性知識不夠重視。綜上分析,針對N省農村幼兒教師專業(yè)知識的現(xiàn)狀與其影響因素分析,筆者就如何提升農村幼兒教師專業(yè)知識水平提出以下策略:1.從宏觀上改善農村幼兒教師的外部環(huán)境。2.從中觀上重視農村幼兒教師專業(yè)知識,構建促進農村幼兒教師專業(yè)知識提升的平臺。3.從微觀上樹立終身學習的理念,多渠道拓寬知識面。
[Abstract]:Through the questionnaire survey and interview survey of 227 rural preschool teachers in N provinces, we know the actual situation of the professional knowledge level of this teacher group, and find out the predicament of the development of rural preschool teachers' professional knowledge. This paper probes into the factors affecting the professional knowledge level of rural preschool teachers, and probes into the strategies for effective improvement. It is found that the professional knowledge level of rural preschool teachers has the following characteristics: 1. The overall level of professional knowledge of rural preschool teachers is higher, and the scores of the three factors are higher than the middle level, among which the score of preschool nursing and education knowledge is the highest, and the score of general knowledge is the lowest. 2. There are significant differences between rural preschool teachers majoring in preschool education and rural preschool teachers majoring in non-preschool education in the level of early childhood development knowledge and infant care knowledge. The scores of the three groups of teachers in the order of high and low are as follows: the first major is preschool education major, the second major is preschool education major, and the second major is preschool education major. There are significant differences in the level of preschool education knowledge among rural preschool teachers with different academic qualifications. The scores of the three groups of teachers are in the order of undergraduate education, college education, high school education and below. 4. There are significant differences between rural preschool teachers with teacher qualification certificate and rural preschool teachers who do not have teacher qualification certificate in the level of infant development knowledge and infant care knowledge. And the former scores higher than the latter. At the same time, there are the following problems in the present situation of rural preschool teachers' professional knowledge: 1. The rural preschool teachers' mastery of the contents of each part of professional knowledge is uneven. 2. The breadth and depth of rural preschool teachers' knowledge need to be improved. In the knowledge of early childhood development, the lack of understanding and respect for children's right to privacy, the lack of meticulous and comprehensive study of preschool education policies and regulations, and the imbalance between theoretical knowledge and practical knowledge. The concrete embodiment of preschool education knowledge is that the children's view and education view of preschool teachers need to be corrected, the understanding of the objectives of early childhood education at all levels is not deep, and the level of safety education knowledge needs to be improved. The general knowledge is embodied in the following aspects: the lack of modern information technology knowledge and the incomplete mastery of natural science and humanities and social science knowledge. Through the interview with rural preschool teachers, it is found that the factors that affect the professional knowledge level of rural teachers are insufficient investment in rural early childhood education, lack of on-the-job training opportunities, heavy work in kindergartens, strong utilitarian in-service learning of teachers, and lack of on-the-job training opportunities. Lack of attention to general knowledge. In view of the present situation and influencing factors of rural preschool teachers' professional knowledge in N provinces, the author puts forward the following strategies on how to improve the level of rural preschool teachers' professional knowledge: 1. Improve the external environment of rural kindergarten teachers from a macro point of view. 2. From the meso point of view, we should attach importance to the professional knowledge of rural preschool teachers and construct a platform to promote the professional knowledge of rural preschool teachers. From the micro point of view, establish the concept of lifelong learning, multi-channel to broaden the scope of knowledge.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615
本文編號：2479884
[Abstract]:Through the questionnaire survey and interview survey of 227 rural preschool teachers in N provinces, we know the actual situation of the professional knowledge level of this teacher group, and find out the predicament of the development of rural preschool teachers' professional knowledge. This paper probes into the factors affecting the professional knowledge level of rural preschool teachers, and probes into the strategies for effective improvement. It is found that the professional knowledge level of rural preschool teachers has the following characteristics: 1. The overall level of professional knowledge of rural preschool teachers is higher, and the scores of the three factors are higher than the middle level, among which the score of preschool nursing and education knowledge is the highest, and the score of general knowledge is the lowest. 2. There are significant differences between rural preschool teachers majoring in preschool education and rural preschool teachers majoring in non-preschool education in the level of early childhood development knowledge and infant care knowledge. The scores of the three groups of teachers in the order of high and low are as follows: the first major is preschool education major, the second major is preschool education major, and the second major is preschool education major. There are significant differences in the level of preschool education knowledge among rural preschool teachers with different academic qualifications. The scores of the three groups of teachers are in the order of undergraduate education, college education, high school education and below. 4. There are significant differences between rural preschool teachers with teacher qualification certificate and rural preschool teachers who do not have teacher qualification certificate in the level of infant development knowledge and infant care knowledge. And the former scores higher than the latter. At the same time, there are the following problems in the present situation of rural preschool teachers' professional knowledge: 1. The rural preschool teachers' mastery of the contents of each part of professional knowledge is uneven. 2. The breadth and depth of rural preschool teachers' knowledge need to be improved. In the knowledge of early childhood development, the lack of understanding and respect for children's right to privacy, the lack of meticulous and comprehensive study of preschool education policies and regulations, and the imbalance between theoretical knowledge and practical knowledge. The concrete embodiment of preschool education knowledge is that the children's view and education view of preschool teachers need to be corrected, the understanding of the objectives of early childhood education at all levels is not deep, and the level of safety education knowledge needs to be improved. The general knowledge is embodied in the following aspects: the lack of modern information technology knowledge and the incomplete mastery of natural science and humanities and social science knowledge. Through the interview with rural preschool teachers, it is found that the factors that affect the professional knowledge level of rural teachers are insufficient investment in rural early childhood education, lack of on-the-job training opportunities, heavy work in kindergartens, strong utilitarian in-service learning of teachers, and lack of on-the-job training opportunities. Lack of attention to general knowledge. In view of the present situation and influencing factors of rural preschool teachers' professional knowledge in N provinces, the author puts forward the following strategies on how to improve the level of rural preschool teachers' professional knowledge: 1. Improve the external environment of rural kindergarten teachers from a macro point of view. 2. From the meso point of view, we should attach importance to the professional knowledge of rural preschool teachers and construct a platform to promote the professional knowledge of rural preschool teachers. From the micro point of view, establish the concept of lifelong learning, multi-channel to broaden the scope of knowledge.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G615
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