| 岳莉,闵兰斌.新疆新入职幼儿园教师专业发展现状调查研究[J].陕西学前师范学院学报,2020,36(1):102-108 |
| 新疆新入职幼儿园教师专业发展现状调查研究 |
| Investigation and Research on Professional Development of New Recruited Preschool Teachers in Xinjiang |
| 投稿时间：2019-08-25 修订日期：2019-11-09 |
| DOI：10.11995/j.issn.2095-770X.2020.01.017 |
| 中文关键词: 新入职教师 幼儿园教师 教师专业发展 调查研究 |
| 英文关键词: newly recruited teachers preschool teachers teacher professional development investigation and research |
| 基金项目:新疆维吾尔自治区普通高校人文社科重点研究基地一般项目（XJEDU040516C01） |
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| 中文摘要: |
| 在借鉴《幼儿园教师专业标准（试行）》和调查问卷的基础上，笔者调查了乌鲁木齐市、县（镇）及乡村地区入职1-3 年的幼儿园教师专业发展现状。结果表明：新疆新入职幼儿园教师专业发展水平总体中等偏上，但发展不平衡，专业理念与师德较专业知识与专业能力发展较好。其中，激励与评价、反思与发展的能力较为薄弱；幼儿发展知识了解不深入、通识性知识水平
较低。为促进新疆新入职幼儿园教师专业发展，做了如下讨论与建议：第一，完善师资培养机制，在实际的师幼互动中提升新入职幼儿园教师激励与评价的能力；第二，提升新入职幼儿园教师反思与发展的能力；第三，重点提升乡村新入职幼儿园教师的专业能力；第四，开展职后培训，弥补因学历造成的新入职幼儿园教师的知识短板，实现教师自我知识重组与建构；第五，提高薪酬待遇，营造心理环境的支持，重塑教师的自我专业发展意识。 |
| 英文摘要: |
| Based on the questionnaire of Kindergarten Teachers' Professional Standards ( 2012 ) ， this paper investigates the professional development situation of preschool teachers who are recruited in the last three years in various areas like Urumqi city，county towns and rural areas. The results show that the professional
development level of newly recruited preschool teachers in Xinjiang is above the average on the whole with unbalanced tendencies， for example， the development of professional concept and teacher's ethics are better than that of the professional knowledge and ability. In order to promote the professional development of newly
recruited preschool teachers in Xinjiang， this paper puts forward the following suggestions through discussion: improving the mechanism of training programs for new teachers to enhance their motivation and evaluation ability in the actual teacher-child interaction;enhancing the reflective and development ability of newly recruited preschool teachers；strengthening the focus on the professional ability of newly recruited preschool teachers in rural areas; carrying out in service training to make up for the knowledge deficiency caused by the academic background; and improving their remuneration， creating a supportive environment， as well as rebuilding the teachers' self-professional development consciousness. |
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