幼儿园教师专业自觉现状与发展特点  

On Kindergarten Teachers' Professional Consciousness and Development Characteristics

作　　者：黄娟娟[1] 李洪曾[1] 

机构地区：[1]上海市教育科学研究院普通教育研究所,上海200032

出　　处：《学前教育研究》2015年第8期47-53,共7页Studies in Early Childhood Education

基　　金：上海市教育科学研究2012年度重点项目;上海市哲学社会科学"十二五"规划课题"教育行动中提升幼儿园教师专业自觉的研究"(编号:A1213)

摘　　要：本研究对150名幼儿园教师专业自觉现状进行了调查,结果发现幼儿园教师的专业自觉动机与专业自觉解决问题情感发展水平较高,专业自觉认识与专业自觉解决问题行为其次,专业自觉发现问题行为与专业自觉发现问题情感发展水平较低。教师从教的第5年到第9年是其专业自觉提高的关键时期,同时受到学历与职称的影响。政府应调动资源,为促进幼儿园教师的专业自觉进行顶层制度设计;幼儿园在全面引导教师专业自觉发展的同时应加强对不同教龄、职称与学历教师的分类指导;教师自身应努力实现专业自觉发现问题行为的发展与专业自觉发现问题情感的转变。Abstract： After investigation of the present situation of 150 kindergarten teachers＇ professional consciousness, this research found that their development level of professional consciousness motivation and emotions of professional consciousness solving problem was high, the development level of professional consciousness knowledge and behaviors of professional consciousness solving problems was in the middle, and the development level of behavior and emotion of professional consciousness finding problems was low. The development level was relative with teachers＇ teaching years, professional title and education level. Government should mobilize resources to carry out top-level design system. Kindergarten should improve teachers＇ specializing in comprehensive guide of consciousness while strengthening the guidance of different teachers with different professional consciousness.Teachers should strive to improve their professional behavior and emotion of professional consciousness finding problems.

关 键 词：专业自觉 专业发展 幼儿园教师 

分 类 号：G615[文化科学—学前教育学]