推进幼儿园教师合作的管理策略研究.pdfVIP

中文摘要 20 80 世纪 年代以来，教师合作逐渐成为国际教育研究领域的一个热点问题 而受到广泛的关注。教师合作是顺应当前新课程对教师知识结构、教学方式的要 求而带来的教师工作方式的必然变革。教师合作无论是对教师个体还是学校都具 有积极的意义。教师合作具有自愿性、同一性和互助性的特点。合作的核心价值 体现在教师的互利互惠、专业发展和工作方式的变革上。 当前教师合作虽然有了一定的进展，但是仍存在着许多问题。本研究采用调 查法和观察法对教师合作的现状进行了调查。通过调查发现，教师合作存在的主 要问是：教师合作的态度被动、范围局限、过程随意、时间缺失、评价片面。因 此，教师合作仍在低层次上徘徊，无法深入开展。 尽管形成上述问题的原因是多方面的，但“教师之间积极互依性的缺乏导致 合作文化环境的缺失”、“缺乏共同的愿景导致教师失去了合作的目标和动力”、 “管理上引导、干预的缺失导致教师合作缺乏科学的引领和有效的监管”是其中 最为主要的原因。 基于对教师合作的现状的解读和影响因素的分析，本研究以管理的视角，从 教师合作愿望的激发、合作流程的完善、合作形式的创新、合作评价的改变这四 方面提出促进教师合作的管理策略。 关键词：合作；教师合作；管理策略 I Abstract Abstract AAbbssttrraacctt Since the 1980s, teachers’ cooperation has been a hot topic in the area of International Education Studies. It is a corollary of the new curriculum’s demand on teacher’s knowledge structure and teaching style. It is beneficial to both the individual teacher and the school. It has the features of voluntariness, identicalness, and mutual help. Its core value is represented in mutual benefit and reciprocity among teachers, development of their profession and change of their working style. Although there has been some progress on teachers’ cooperation, there still exist many problems. In this research, I studied the current situation of teachers’ cooperation by surveying and observing. Though the survey, I found that the main problems accounted for the low efficiency and absence of teachers’ cooperation are: passive attitudes of the teachers toward cooperation, limited scope of cooperation, random cooperation process, limited cooperation time, and one-sided valuation. Because of these factors, teachers’ cooperation still lingers at a low level.