【作者】 侯建平；

【导师】 阎水金；

【作者基本信息】 华东师范大学 ， 学前教育学， 2009， 硕士

【摘要】 幼儿园教师职后培训是幼儿教育改革、终身教育的社会必然,其直接关系到整个幼教事业的发展。文章在已有研究的基础上,主要从人本主义理论的视角来审视幼儿园教师职后培训的问题,构建人本主义理论视角下幼儿园教师职后培训的价值取向,并从人本主义理论的视角提出幼儿园教师职后培训的转型对策。论文以山西省在职教师为研究对象进行了分析。第一章绪论主要介绍了问题的提出和研究设计。第二章是对人本主义理论和幼儿园教师职后培训的文献综述,并提出幼儿园教师职后培训的人本主义理论思考。第三章在问卷调查和访谈基础上对幼儿园教师职后培训的问题进行人本主义分析。主要从幼儿园教师职后培训的基本现状、幼儿园教师职后培训的目的、内容、方式、时间、评价、管理等方面入手进行了详尽的问题分析。在此基础上,第四章分析人本主义理论视角下幼儿园教师职后培训的价值取向,系统地阐述了以教师为本、情智一体、与教师需求相一致、以教师自我实现为目的的人本主义培训价值取向。在以上章节分析的基础上,第五章提出人本主义理论视角下幼儿园教师职后培训转型对策。从社会、机构、教师三个方面进行系统的阐述,社会对策中提出首先要加强培训的制度化建设,这是进行以人为本培训的前提条件,其次要营造全社会关注的培训环境。机构对策从幼儿园和社会培训机构角度进行分析,重点讨论了幼儿园作为教师所在组织和培训机构的对策,因为认识到幼儿园是教师职后培训的主要载体和组织者。从营造幼儿园以人为本的文化氛围、实现园本培训向师本培训范式转型、加强教师需要调查进行以教师为本的培训规划、加强教师培训情感的建设、实现培训自我实现目的、加强培训效果管理等六个方面进行了对策性建议。社会培训机构角度主要从加强调查研究、加强培训者的培训、实现培训模式的多样化、加强培训后的追踪管理、降低培训班级规模等五个方面进行了对策性建议。最后从教师的角度进行对策分析,认为教师是培训的主体,教师应从培训的权利、培训的主动性、培训的系统计划等方面加强主人翁意识,使外在培训转为内在需求。幼儿园教师职后培训不只是幼儿园的事情,它是集社会、机构、教师于一体的系统工程,需要全社会的共同努力,从教师这一主体出发,实现幼儿园教师职后培训水平的提高,使培训不仅收到良好的经济效益,更能收到良好的社会效益,使教师的素质和水平得到切合实际的发展和提高,真正实现幼儿园教师职后培训朝着人性化方向转型。更多还原

【Abstract】 Post-training of kindergarteners is an inevitable outcome of the reform of education on infants and forever education and it also influence the development of the complete education on infants. Based on the available study researched, this thesis, from the perspective of humanistic theory, explores the post-training of kindergarteners and constructs the value orientation of post-training and provides the transitional strategies on kindergarteners’ post-training.The thesis takes the teachers on vocation in Shanxi province as research targets to analyze. The first chapter introduces the post-training problem and study plan. The second chapter deals with the literature review about humanistic theory and kindergarteners’ post-training and brings out the thinking of it in the perspective of humanistic theory.The third chapter analyzes the post-training problem on the basis of questionnaire survey and interview. The problem is thoroughly analyzed in the following aspects, the basic situation of kindergarteners’ post-training, the aim, contents, method, time, evaluation and management of kindergarteners’ post-training. Based on the above analysis and the study of the value orientation of kindergarteners’ post-training from the perspective of humanistic theory, the value orientation on making the teachers as the center of the training, the combination of emotion and intelligence, agreement to the kindergarteners’ need and the realization of themselves is constructed.Based on the analysis of the chapters above, the fifth chapter brings out the post-training transitional strategies of kindergarteners from the perspective of humanistic theory. The chapter talks about the post-training transitional strategies in the following aspects, society, organization and teachers. In the social strategies, the enforcement of systematic construction of the training is pointed out which is the precondition of the post-training. Then to construct the training environment under the attention of the whole society is also discussed. Organizational strategy analyzes the training in the aspects of kindergartens and social training organization and discusses the kindergartens as the organization in which kindergartener are in and grouped. Therefore, the point that kindergartens are the main organization of kindergarteners’ post-training is realized. In the chapter, some strategies are also brought about in the following aspects, construction of cultural environment, the transition from the kindergarten training to the high college training, making the training plan, enforcement of the construction of kindergartener’ emotional training, the realization of self training and enforcement of the management of training efficiency. Some strategies such as enforcement of studies and training of the trainers, the realization of the variety of the training mode, enforcement of the following management after the training, reducing the scale of training are also discussed from the perspective of social training organization. In the end, from the perspective of teachers, some strategies are analyzed which are the strengthening of the consciousness of teachers from the teachers’ rights to joining the training, enthusiasm of the training and systematic plan of the training. Thus the training is thought necessary. Kindergartener’s post-training does not simply belong to the kindergarten itself. It is also the systematic project which combines society, organization and teachers together and it also needs the efforts of the whole society. In order to realize the sound transition of the kindergarteners’ post-training, kindergarteners should be the center of the training and the kindergarteners’ training level should be improved which not only makes the training get the better efficiency but also have the sound social efficiency. Thus kindergarteners’ quality and level can be developed and improved.更多还原