幼儿园新手教师专业成长需求的叙事研究  

A Narrative Study of Professional Growth Needs of Novice Kindergarten Teachers

作　　者：徐颖 Xu Ying(Faculty of Education,East China Normal University,Shanghai,200062)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《幼儿教育》2025年第12期25-29,共5页Early Childhood Education

基　　金：华东师范大学教育学部第五届安乔科研基金项目“场域理论视角下园本教研共同体互动现状与改进策略研究”的研究成果之一,项目批准号:ECEAQFH508。

摘　　要：明确幼儿园新手教师“要什么”,才能更有效地“给什么”。本研究基于教育叙事研究视角,采用类别-内容和类别-形式分析法,对影响幼儿园新手教师专业成长的关键事件进行质性分析。研究发现,幼儿园新手教师在专业成长上具有素养提升、人际关系、权利保障、情绪调节、自我实现等五种主要需求;各需求的比重不同,彼此间独立又相互联系。为更切实有效地“给予”,政府、园所、教师须相互配合。This study aims to clarify what kindergarten novice teachers need in order to more effectively provide what is needed.Drawing on the perspective of educational narrative research,the study employs category—content and category-form analysis methods to qualitatively analyze key events influencing the professional growth of kindergarten novice teachers.The research reveals that kindergarten novice teachers have five main needs in their professional development:competence improvement,interpersonal relationships,rights protection,emotional regulation,and self-realization.Each need carries a different weight and is both independent and interconnected with others.To better meet these needs,cooperation among the government,kindergartens,and teachers themselves is required.

关 键 词：幼儿园新手教师 教师专业成长 需求分析 教育叙事研究 

分 类 号：G615[文化科学—学前教育学]