天津市幼儿园教师合作能力现状及影响因素研究

发布时间：2018-06-20 19:35

本文选题：教师合作 + 合作能力　；参考：《天津师范大学》2017年硕士论文

【摘要】：幼儿园教师合作能力是指幼儿园教师与同事合作的能力,即同幼儿园同一个班级内两个或两个以上的教师在自愿平等的基础上,为了幼儿能够更好的发展,或者为了提高自身专业水平及实现幼儿园和个人的目的,从而相互配合,并在相互配合的过程中,所表现出来的各种心理特征的总和。幼儿园教师合作能力的提高,有助于教师有效开展合作,丰富专业知识,提高自身素养,最终促进幼儿和谐发展。通过对已有文献的检索发现,文献中大部分都是对幼儿园教师合作行为的研究,关于幼儿园教师合作能力水平研究较少,因此,对幼儿园教师合作能力的研究有助于丰富幼儿园教师合作的理论,也有助于教师的专业成长。本研究主要采用问卷法和个案研究法,通过对天津市151名公办幼儿园教师进行问卷调查,了解合作能力现状及影响因素,配以个案研究法,对其进行全面、系统的分析,进一步了解现状背后的原因及影响因素。由此,本研究结果如下:1.天津市幼儿园教师合作能力现状:幼儿园教师合作能力水平多处于中等,合作认知和合作态度处于中等偏上水平,合作意识处于中等水平,合作技能处于中等水平,相比其他三个方面,合作技能处于最后。2.幼儿园教师合作能力影响因素:首先,不同年龄、不同教龄的幼儿园教师在合作认知、合作态度、合作意识和合作技能四个维度上均存在显著差异;不同职称的幼儿园教师合作能力水平无显著差异。其次,教师自身因素对幼儿园合作能力水平的影响大于外部因素。最后,教师自身因素中的社会认知和合作技能,以及外部因素中的幼儿园管理制度、幼儿园环境设置、园长领导方式、教育行政部门和社会文化均在合作认知、合作态度、合作意识、合作技能及合作能力水平上达到显著水平,呈现正相关,由此说明该因素对幼儿园教师合作能力水平有一定的影响。基于上述结论,本研究提出以下建议:1.对教师自身的建议:(1)教师自身树立正确意识观念,提高并完善自我;(2)真诚与技巧相融合,提升自己的合作沟通能力;2.对外部环境的建议:(1)注重教师的反思与评价,促进其合作能力的提高;(2)转变园长领导方式,实施民主管理;(3)幼儿园创设条件,搭建教师间信任的桥梁;(4)幼儿园定期组织团队合作活动,提高团队凝聚力;(5)建立健全幼儿园管理制度,促进教师合作能力的提高。
[Abstract]:The cooperative ability of kindergarten teachers refers to the ability of kindergarten teachers to cooperate with colleagues, that is, on the basis of voluntary equality with two or more teachers in the same class of the same kindergarten, for children to develop better, or to improve their professional level and realize the purpose of kindergarten and individual. In the process of mutual cooperation, the combination of various psychological features. The improvement of kindergarten teachers' cooperation ability helps teachers to cooperate effectively, enrich their professional knowledge, improve their own quality, and ultimately promote the harmonious development of children. Through the retrieval of the existing literature, most of the literature is the cooperative behavior of kindergarten teachers. There are few studies on the level of kindergarten teachers' cooperation ability. Therefore, the research on the cooperative ability of kindergarten teachers helps to enrich the theory of kindergarten teachers' cooperation and also helps teachers' professional growth. This study mainly adopts the questionnaire and case study method, through the questionnaire survey of 151 public kindergarten teachers in Tianjin. To find out the status and influencing factors of the cooperation ability, with the case study method, carry out a comprehensive and systematic analysis, and further understand the reasons behind the situation and the influencing factors. The results of this study are as follows: 1. the present situation of the cooperative ability of kindergarten teachers in Tianjin is: the level of cooperation ability of kindergarten teachers is in the middle, Cooperative Cognition and cooperation. The attitude is on the middle level, the consciousness of cooperation is at the middle level and the cooperation skills are at the middle level. Compared with the other three aspects, the cooperation skills are the factors that affect the cooperation ability of the kindergarten teachers in the last.2.. First, the kindergarten teachers of different ages and different teaching ages have four cognitive, cooperative attitude, cooperative consciousness and cooperative skills. There are significant differences in dimensions. There is no significant difference in the ability level of kindergarten teachers with different titles. Secondly, the influence of teachers' self factors on the level of kindergarten cooperation is greater than that of external factors. Finally, the social cognition and cooperation skills in the teacher's own factors, the kindergarten management system in the external factors, and the kindergarten environment. Setting, the leadership style of the director, the educational administration department and the social culture all have a positive correlation in the cooperation cognition, the cooperative attitude, the cooperation consciousness, the cooperation skills and the cooperation ability, which shows that the factor has a certain influence on the level of kindergarten teachers' cooperative ability. Based on the above conclusions, the following suggestions are put forward: 1 Suggestions for teachers themselves: (1) teachers themselves set up correct consciousness concepts, improve and improve themselves; (2) fusion of sincerity and skill, improve their cooperation and communication ability; 2. suggestions on external environment: (1) pay attention to teachers' reflection and evaluation and promote their cooperation ability; (2) change the leader of the garden leader and implement democratic management; (3) young children Park to create conditions and build a bridge of trust among teachers; (4) the kindergarten regularly organize team activities, improve team cohesion; (5) establish the kindergarten management system, promote teachers' cooperation ability.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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