發(fā)布時(shí)間：2018-04-10 12:23

  本文選題：幼兒教師 + 學(xué)習(xí)品質(zhì)　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：摘要:自教育部頒布《3-6歲兒童學(xué)習(xí)與發(fā)展指南》以來,學(xué)習(xí)品質(zhì)的重要性及對兒童學(xué)習(xí)與發(fā)展的價(jià)值受到越來越多學(xué)者的認(rèn)同。已有研究中,大部分關(guān)注如何支持與培養(yǎng)幼兒學(xué)習(xí)品質(zhì),來促進(jìn)幼兒的學(xué)習(xí)和發(fā)展。筆者認(rèn)為在幼兒教師對學(xué)習(xí)品質(zhì)識別的基礎(chǔ)上才能更好為幼兒提供支持,本研究意在探討幼兒教師對學(xué)習(xí)品質(zhì)的識別能力。研究中主要基于視頻的訪談方法,把拍攝的幼兒活動視頻剪輯成15分鐘且包含盡量多的學(xué)習(xí)品質(zhì),與研究生同學(xué),一線幼兒教師共同確定該視頻中包含的學(xué)習(xí)品質(zhì)。在成都市一級園、二級園、三級園以及無等級幼兒園中分別選取2-3個(gè)幼兒園,每個(gè)幼兒園選取5-6名幼兒教師進(jìn)行基于視頻的訪談。對63位教師的錄音資料進(jìn)行整理,歸納教師所描述的學(xué)習(xí)品質(zhì),在此基礎(chǔ)上比較分析,發(fā)現(xiàn)幼兒教師具有一定的識別能力。不同園級、教齡、學(xué)歷以及是否評職稱對教師識別學(xué)習(xí)品質(zhì)具有一定的影響。研究主要從教師識別學(xué)習(xí)品質(zhì)的個(gè)數(shù)和內(nèi)容進(jìn)行分析。第一,幼兒教師對學(xué)習(xí)品質(zhì)的識別個(gè)數(shù)總體上偏少,大多教師集中在識別2個(gè)、3個(gè)和4個(gè)學(xué)習(xí)品質(zhì)上,其中識別到2個(gè)學(xué)習(xí)品質(zhì)的教師最多。在其他維度(園級、教齡、職稱、學(xué)歷)上存在具體差異。一級園的教師人均識別個(gè)數(shù)高于二、三級園和無等級幼兒園;工作6-10年的教師人均識別個(gè)數(shù)高于其他教齡的老師;有職稱的教師人均識別個(gè)數(shù)高于無職稱的教師;學(xué)歷越高的教師人均識別學(xué)習(xí)品質(zhì)的個(gè)數(shù)越多,其中研究生學(xué)歷的教師人均識別個(gè)數(shù)最多,中專學(xué)歷的教師人均識別最少,大專學(xué)歷和本科學(xué)歷的教師居中且相互之間差異較小。第二,幼兒教師在學(xué)習(xí)品質(zhì)內(nèi)容上的識別存在不均衡的現(xiàn)象。識別最多的為創(chuàng)造力與想象力,認(rèn)真與專注,嘗試與探索,堅(jiān)持性,主動性為主,而興趣,反思,問題解決,快樂和習(xí)慣較少。各個(gè)維度的教師均在學(xué)習(xí)品質(zhì)的內(nèi)容上識別不均衡,同一學(xué)習(xí)品質(zhì)在不同緯度上存在差異。幼兒教師在學(xué)習(xí)品質(zhì)的識別上存在個(gè)數(shù)和內(nèi)容上的差異。筆者認(rèn)為以下三方面影響教師的識別能力:第一,教師在園級、教齡、職稱和學(xué)歷上存在的差異;第二,教師對學(xué)習(xí)品質(zhì)的理解包括概念、重要性等;第三,教師對待幼兒的態(tài)度和教師自身的專業(yè)素養(yǎng),教師是否愿意去發(fā)現(xiàn)和培養(yǎng)幼兒的學(xué)習(xí)品質(zhì),是否有能力去觀察、識別和培養(yǎng)幼兒的學(xué)習(xí)品質(zhì)。故從加強(qiáng)教師培訓(xùn),增強(qiáng)教師對學(xué)習(xí)品質(zhì)的理解,提高教師專業(yè)素養(yǎng)等方面提高教師對學(xué)習(xí)品質(zhì)的的識別能力。
[Abstract]:Abstract: the importance of learning quality and its value to children's learning and development have been recognized by more and more scholars since the Ministry of Education issued a guide for the study and development of children aged 3-6 years.Most studies have focused on how to support and develop children's learning quality to promote their learning and development.The author thinks that it is only on the basis of the recognition of learning quality that the child teachers can provide better support for children. The purpose of this study is to explore the ability of early childhood teachers to recognize learning quality.In the study, the video interview method was used to clip the video into 15 minutes and contain as many learning qualities as possible. Together with the graduate students and the first-line preschool teachers, we determined the learning quality included in the video.Two or three kindergartens were selected in the first, second, third and non-grade kindergartens in Chengdu, and 5-6 preschool teachers in each kindergarten were interviewed based on video.The recording materials of 63 teachers were sorted out and the learning qualities described by teachers were summarized. On the basis of comparison and analysis, it was found that preschool teachers had certain recognition ability.Different garden level, teaching years, academic qualifications and whether the evaluation of professional titles have a certain impact on teachers' learning quality.The research mainly analyzes the number and content of teachers' identifying learning quality.First, the number of teachers' recognition of learning quality is generally small. Most teachers focus on identifying 2, 3 and 4 learning qualities, among which the most teachers identify 2 learning qualities.There are specific differences in other dimensions (garden level, teaching age, professional title, educational background).The number of recognition per teacher in the first grade garden is higher than that in the second, the third level garden and the non-grade kindergarten, the number of teachers who have been working for 6-10 years is higher than that of the teachers of other teaching years, the number of teachers with professional titles is higher than that of the teachers without professional title.The higher the educational background, the more the number of the teachers who identify the learning quality, among them, the number of the teachers who have the graduate degree is the most, and the teacher with the technical secondary school degree is the least.Teachers with college and undergraduate degrees are in the middle and there is little difference between them.Second, there is imbalance in the recognition of learning quality.The most recognized are creativity and imagination, conscientiousness and concentration, trial and exploration, persistence, initiative, while interest, reflection, problem solving, happiness and habits are less.Teachers in each dimension identify imbalance in the content of learning quality, and the same learning quality is different in different latitudes.There are differences in the number and content of preschool teachers' learning quality.The author believes that the following three aspects affect teachers' ability to identify: first, teachers' differences in garden level, teaching years, professional titles and academic qualifications; second, teachers' understanding of learning quality includes concept, importance and so on; third,Teachers' attitude towards children and teachers' own professional accomplishment, whether teachers are willing to discover and cultivate children's learning quality, whether they have the ability to observe, identify and cultivate children's learning quality.Therefore, we should strengthen teachers' training, enhance teachers' understanding of learning quality, improve teachers' professional quality and improve teachers' ability to recognize learning quality.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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