幼儿教师合作的内隐观研究

发布时间：2018-05-07 16:40

本文选题：幼儿教师 + 教师合作　；参考：《西南大学》2008年硕士论文

【摘要】： 教师合作是提高教师专业发展的重要途径,而幼儿教师关于教师合作的内隐观即是指存在于幼儿教师头脑中的关于教师合作的观念,包括幼儿教师对教师合作的定义、价值、影响因素等问题的看法和理解。这些看法和理解未必为幼儿教师本人所意识到,但在教师合作活动中却无时不刻起着作用,影响着幼儿教师在合作活动中的态度、言语、行为,直接影响到教师合作活动的效果。本研究采取访谈法和问卷调查法,编制了《幼儿教师合作的内隐观访谈问卷》和《幼儿教师合作的内隐观调查问卷》,对幼儿教师合作的内隐观进行调查,研究结果表明: (一)在对教师合作的认知取向上,幼儿教师更加倾向于重视教师合作的目的和对象。 (二)在对教师合作的意义上,幼儿教师普遍认为教师合作是教育教学中实际问题、提高自己理论素养和专业能力的有效途径,但是幼儿教师所在幼儿园等级越低,对于教师合作的意义的评价越低。 (三)在教师合作的内容上,幼儿教师更倾向于对教育教学中的实践问题进行讨论交流,而理论问题则较少进行讨论交流,同时发现学历越高的幼儿教师讨论的理论问题越多。 (四)在教师合作的方式上,与本园同事交流讨论是幼儿教师合作的主要方式。幼儿园等级越高,幼儿教师就有越多的机会与更多的教师和专家学者进行合作,教师合作的方式也更多。 (五)在对教师合作的态度上,大部分幼儿教师乐意与其他教师互相分享经验资源、互相合作,但仍有少数幼儿教师对此感到的疑虑。 (六)在对幼儿教师合作动机上,积极向上的内在动机是幼儿教师参与教师合作的主要动机,另外幼儿园规定或者领导要求也是部分幼儿教师参加教师合作的原因。 (七)在影响幼儿教师合作的因素上,合作的条件和环境不好、教师时间精力不足、合作圈子小、合作脱离实际质量不高、个人的专业能力和人际沟通能力是影响幼儿教师合作的重要因素。同时发现,幼儿教师的教龄、学历、职称、所在幼儿园等级对幼儿教师合作的内隐观的各维度有影响。针对调查中发现的幼儿教师对目前教师合作中的种种看法和问题,笔者认为,要促进改善幼儿教师合作现状,提高幼儿教师合作的效率和质量,可以从以下几方面做起:(1)树立正确的合作观,学会分享;(2)为幼儿教师合作提供更好的条件、创造更好的环境(3)让幼儿教师自主选择对感兴趣的内容进行自由组合讨论。(4)训练幼儿教师的人际沟通能力。
[Abstract]:Teacher cooperation is an important way to improve the professional development of teachers, and the implicit view of teacher cooperation of early childhood teachers refers to the concept of teacher cooperation, including the definition and value of teacher cooperation, which exists in the mind of preschool teachers. The opinion and understanding of the influencing factors and so on. These views and understandings may not be realized by the kindergarten teachers themselves, but they play an important role in teachers' cooperative activities all the time, which affect the attitude, speech and behavior of the teachers in the cooperative activities. It directly affects the effect of teachers' cooperative activities. This research adopts the interview method and the questionnaire method to compile the implicit interview questionnaire of preschool teacher cooperation and the implicit view questionnaire of early childhood teacher cooperation. The research results show that: (1) in the cognitive orientation of teacher cooperation, preschool teachers tend to attach more importance to the purpose and object of teacher cooperation. (2) in the sense of cooperation with teachers, teachers generally think that teacher cooperation is a practical problem in education and teaching and an effective way to improve their theoretical and professional abilities. However, the lower the kindergarten level is, The lower the evaluation of the significance of teacher cooperation. (3) in the content of teacher cooperation, preschool teachers are more inclined to discuss and exchange practical problems in education and teaching, while theoretical issues are less discussed. At the same time, it is found that there are more theoretical problems discussed by kindergarten teachers with higher academic qualifications. (4) in terms of teachers' cooperation, communication and discussion with our colleagues is the main way to cooperate with kindergarten teachers. The higher the kindergarten level, the more opportunities for preschool teachers to cooperate with more teachers and experts, and more ways for teachers to cooperate. (e) on the attitude towards teachers' co-operation, most kindergarten teachers are willing to share their experience and resources with other teachers and co-operate with each other. However, a small number of kindergarten teachers are still sceptical about this. (6) the positive intrinsic motivation is the main motivation for preschool teachers to participate in teacher cooperation, and the kindergarten regulations or leadership requirements are also the reasons for some kindergarten teachers to participate in teacher cooperation. (7) in terms of the factors affecting the cooperation of preschool teachers, the conditions and environment for cooperation are not good, the teachers' time and energy are insufficient, the circle of cooperation is small, and the quality of cooperation is not high. Personal professional ability and interpersonal communication ability are the important factors that affect the cooperation of preschool teachers. At the same time, it is found that preschool teachers' teaching age, educational background, professional title and kindergarten level have influence on the implicit view of preschool teachers' cooperation. In view of the various opinions and problems found in the investigation, the author thinks that we should promote the improvement of the current situation of preschool teachers' cooperation, and improve the efficiency and quality of early childhood teachers' cooperation. We can start from the following aspects: 1) set up a correct view of cooperation, learn to share and 2) provide better conditions for the cooperation of kindergarten teachers. Create a better environment (3) let preschool teachers choose the content of interest for free combination discussion. 4) train preschool teachers' interpersonal communication ability.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G615

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