导　　师： 周燕

学科专业： 040101

授予学位： 硕士

作　　者： ;

机构地区： 广州大学

摘　　要： 本研究在明确教师职业专业性的前提下，进一步分析幼儿教师的专业特性，对幼儿教师专业发展的内涵做具体的分析，确定从专业知识、专业能力、专业态度三个方面考察幼儿教师的专业发展状况。通过对教师专业发展阶段理论的探讨，将幼儿教师专业发展分为四个阶段来考察：第一阶段为求生阶段（入职后的前2年）；第二阶段为巩固阶段（3-5年）；第三阶段为更新阶段（6-10年）；第四阶段成熟阶段为（10年以上）。并通过对文献的梳理，选取个人因素、家庭因素、幼儿园因素以及家庭因素作为考察制约幼儿教师专业发展的操作变量。 通过实证调查研究得出以下结论：第一，除巩固阶段与更新阶段之间的教师在专业发展整体水平上差异不显著外，其它各阶段间的差异显著；公立幼儿园教师无论是在专业发展整体水平上，还是在专业知识、专业能力、专业态度各方面均要高于私立幼儿园教师。第二，制约幼儿教师专业发展的因素涉及到个人、家庭、幼儿园及社会四个方面，其中幼儿园因素对幼儿教师的专业发展影响最大。第三，就不同性质而言，私立幼儿园教师专业发展水平主要受幼儿园因素及个人因素的影响，公立幼儿园教师的则主要是受个人因素和家庭因素的影响。第四，就不同阶段而言，求生阶段教师的专业发展水平主要是受幼儿园因素和个人因素的影响，其中幼儿园因素的影响更为显著；成熟阶段教师的专业发展水平主要是受个人因素和幼儿园因素的影响，其中个人因素的影响更为显著；巩固阶段和更新阶段的教师专业发展水平都是主要受幼儿园因素、个人因素和家庭因素的影响，且都是幼儿园因素影响权重最大。第五，社会因素对幼儿教师专业发展的影响是通过中介因素发挥作用的，其中个人因素起着主要的中介作用。 研究最后就实证研究的结论，结合对相关文献资料的分析，提出关于促进幼儿教师专业发展的对策思考。社会层面：加大对民办园的扶持，依法落实民办园教师的待遇；完善监督体系，强化教育主管部门的责任；把握幼儿教师专业发展水平，建立分层式培训体系；加强教师之间的合作与交流，推动幼儿教师专业组织的建立。幼儿园层面：提升园长专业素养，实行民主公正化领导；建立教师成长档案，引领教师专业发展方向；开展师徒制教师教育，满足教师专业发展需求；加强校园联系，有效利用高校丰富资源。教师个人层面：增强自我专业效能感，提升专业发展意识；完善自身人格修养，强化自身专业素质；培养反思性实践，提高教学反思能力；重塑家庭成员期望，缓解自身家庭压力。 Under the premise of confirming teachers’ professionalism, the research furtheranalysis preschool teachers’ professional characteristics. And specific analysis themeaning of the preschool teachers’ professional development, investigation on thelevel of preschool teachers’ professional development has been made from threeaspects such as professional knowledge, professional ability, professional attitude.Through the stage theory of teachers’ professional development, the teachers’professional development has been divided into four stages to investigate: the survivalstage /(in the first two years/); the consolidated stage /(3-5years/); the updated stage/(6-10years/); The mature stage /(10years/). Through the literature of the comb, selectpersonal factors, family factors, kindergarten factors, and social factors as theoperation variables of restricting factors. Five conclusions have been drawn according to the literature research and thequestionnaire survey. Firstly, in addition to the level between consolidated stage andupdated stage has no significant difference, the other stages exist the differences,Public kindergarten’s teachers both in the overall level of professional development,and professional knowledge, professional ability, professional attitude each respectare all better than the teachers in private kindergarten. Secondly, the restricting factorsincluding personal, family, kindergartens and social four aspects, while kindergartenenvironment is of great highest influence in teachers’ professional development.Thirdly, private kindergarten’s teacher is mainly influenced by kindergarten factorsand personal factors, while public kindergarten’s teacher is mainly influenced byindividual factors and family factors. Fourthly, the teachers in survival stage aremainly influenced by kindergarten factors and personal factors, and the kindergartenfactors are more significant; the teachers in mature stage are mainly influenced bypersonal factors and kindergarten factors, and the personal factors are more significant;the teachers in consolidated stage and updated stage are all mainly influenced by thekindergarten factors, personal factors and family factors, and the kindergarten factors are more significant; The fifth, social status influence the teachers’ professionaldevelopment through the function of medium of personal factors. Finally, Suggestions were put forward to promote teaches’ professionaldevelopment.The society level: Increase the support for private garden, carry out theteachers’ treatment in private kindergarten; Improve the supervision system,strengthen the responsibility of education department; Grasp the level of teachers’professional development, setting up a hierarchical training system; Strengthen thecooperation and communication, promote the establishment of teachers’ professionalorganization. The kindergarten level: Improve the principal’s professional quality, putdemocratic leadership into practice; Establish teachers' growing files, leading thedirection of teachers’ professional development; Carry out apprentice system ofteacher education, satisfy teachers' professional development needs; Strengthening thecontact between kindergarten and college, effective utilization of college’s richresources; The teachers’ individual level: Strengthen teachers’ professionalself-efficacy, promote the consciousness of professional development; To raise theirpersonality accomplishment, strengthen their own professional quality; Trainingreflective practice, improve the reflection ability in teaching; Remodeling theexpectation of family members, alleviate the pressure about family.

关 键 词： 幼儿教师 教师专业化 幼儿教师专业发展 制约因素 对策

分 类 号： [G451.1]

领　　域： [文化科学] [文化科学]