幼儿教师培养机构资质标准研究

发布时间：2018-10-24 08:57

【摘要】：国家发展的永恒主题是人的素质现代化。教育现代化的前提是教师教育现代化。自20世纪90年代以来,欧美等发达国家为确保教师教育质量,纷纷出台教师教育改革政策,力主实现教师专业化,而特别值得关注的动向就是出现了两种质量观的转变,即从关注教师“候选者”的质量到对教师“教育机构”质量的转变。这种从关注“输出”到关注“输入”,更能从源头上把控质量,而对质量的监测则利用相应的教师教育机构的认证标准来实现。新世纪以来,我国幼儿教师教育以迅猛的发展态势在许多高校中扎根、成长。为确保幼儿教师的质量能够跟上时代的步伐,我们亟需制定和完善对幼儿教师培养机构的资质的认证标准,只有机构资质标准建立起来,才能找到教师质量建设的方向。目前,我国各级各类教师教育培养机构的资质标准建设尚属空白,本研究以幼儿教师培养机构的资质标准建设为切入点,具有极强的理论价值和时代意义。本文第一章绪论主要介绍研究缘起、目的、意义、方法和相关文献的综述,从中提炼出本文探讨的核心,即如何建构一个适合于我国的针对高等教育中幼儿教师培养机构的资质标准。第二章从理论依据和现实驱动两个层面探寻标准设立的动力依据。从教育与社会、教育与人的发展关系理论、教育质量观、哲学价值取向理论和系统论这四个理论视角探讨标准的建构依据;从国外教师教育机构认证标准价值取向的新趋势以及标准内容改进的新动向,分析对我国标准建构的启示;接着根据当前我国基于标准的教师教育标准体系需重建的诉求,厘清幼儿教师培养机构资质标准与相关标准的关系,以此明确标准体系的设计方向。第三章则分析影响幼儿教师培养机构资质标准的因素,外部因素分为经济基础、政策导向、社会需求;内部因素则通过文本分析法得出由专业基础建设、专业发展建设和人才培养质量构成,并根据三个维度初拟出一份标准的各级指标。第四章通过调研法,总结相关专家对幼儿教师培养机构资质的建议,提炼出两条主导思想:以幼儿教师培养机构质量为落脚点,凸显专业发展价值;以明确的以评促建的价值取向为导向,致力于标准的指导意义。结合构建的思想、原则,以及专家的意见对指标体系的内容进一步优化,并依重要程度匹配权重系数,最终拟构建一份完整的幼儿教师培养机构资质标准。
[Abstract]:The eternal theme of national development is the modernization of human quality. The premise of educational modernization is the modernization of teacher education. Since the 1990s, in order to ensure the quality of teacher education, developed countries such as Europe and the United States have introduced the policy of teacher education reform one after another, urging the professionalization of teachers. That is, from paying attention to the quality of teacher's "candidate" to the quality of teacher's "educational institution". From "output" to "input", the quality can be controlled from the source, and the quality monitoring is realized by the certification standard of the corresponding teacher education institution. Since the new century, preschool teacher education has taken root and grown in many colleges and universities. In order to ensure that the quality of preschool teachers can keep up with the pace of the times, we urgently need to formulate and improve the certification standards for the qualifications of early childhood teachers' training institutions. Only when the standards of institutional qualifications are established, can the direction of teacher quality construction be found. At present, the construction of qualification standards of teacher education and training institutions at all levels in China is still blank. This study takes the construction of qualification standards of early childhood teacher training institutions as a breakthrough point, which has a strong theoretical value and time significance. The first chapter of this paper mainly introduces the origin, purpose, significance, methods and related literature review, from which the core of this study is extracted. That is, how to construct a suitable qualification standard for preschool teacher training institutions in higher education in China. The second chapter explores the dynamic basis of the establishment of the standard from the theoretical basis and the practical driving level. From the four theoretical perspectives of education and society, the relation theory of education and human development, the view of educational quality, the theory of philosophical value orientation and the theory of system, this paper discusses the construction basis of the standard. From the new trend of the value orientation of the certification standard of foreign teacher education institutions and the new trend of the improvement of the standard content, this paper analyzes the enlightenment to the construction of the standard in our country, and then according to the demands of the reconstruction of the standard system of teacher education based on the standards in our country, To clarify the relationship between the qualification standards of preschool teacher training institutions and related standards, and to clarify the design direction of the standard system. The third chapter analyzes the factors that affect the qualification standard of preschool teacher training institutions, the external factors are divided into economic base, policy orientation, social demand, and the internal factors are obtained by the professional infrastructure construction through text analysis. The construction of professional development and the quality of personnel training are formed, and a standard index of all levels is drawn up according to the three dimensions. The fourth chapter through the research method, summarizes the related expert to the preschool teacher training organization qualification suggestion, abstracts out two leading thoughts: regards the preschool teacher training institution quality as the foothold, highlights the specialized development value; Guided by the value orientation of evaluation and construction, we are committed to the guiding significance of the standard. Combined with the thought, principle and expert's opinion, the content of the index system is further optimized, and the weight coefficient is matched according to the importance degree, and finally a complete qualification standard of preschool teacher training institution is constructed.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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