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摘要：幼儿教育是每个孩子最初接受的学校教育，它具有非常重要的启蒙作用。目前鹿邑县农村幼儿园教学整体水平还比较低，这也在一定程度上反映了当地农村幼儿教师的专业水平情况，而教师水平很大程度上取决于职后培训。本文以鹿邑县任集乡M幼儿园为例，通过问卷调查、访谈调查等方法，对M幼儿园教师职后培训的问题进行了调查研究。调查发现鹿邑县任集乡M幼儿园教师职后培训存在的问题主要有：1.政府对职后培训重视不足，培训次数少、费用缺乏；2.农村幼儿教师不积极参与职后培训，观念传统；3.培训模式较为单一，多半以“讲座”、“开会”为主；4.职后培训缺乏规范性和有效地评价机制；5.农村幼儿教师内容缺乏新意，计划性不强。针对鹿邑县任集乡M幼儿园教师职后培训存在的问题，本次研究提出以下对策：1.加大政府对农村幼儿教师职后培训力度及经费投资；2.增强农村幼儿教师继续教育的理念与职后培训的意识；3.丰富农村幼儿教师职后培训模式，实施讲授、参与、合作的方式；4.职后培训要集中和分散进行，满足幼儿教师多元化的要求；5.据农村幼儿教师的需求设计职后培训的课程内容。40357
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毕业论文关键词：农村；幼儿教师；职后培训；问题和对策
The Problems and Countermeasures of Rural Preschool Teachers' in-service Training
—— Taking M Kindergarten in Ren ji village as an Example
Abstract:Preschool education is the initially school education of each child, it takes a very important enlightenment role, at present the overall level of kindergarten teaching in rural areas is still relatively low,this reflect the situation of Rural Preschool professional level of our country teachers, and the level of the teachers depends largely on the post training.This paper takes M kindergarten in Renji village of Luyi County as an example,through the questionnaire survey method, interviews,conducted a study about the post training problems of M kindergarten.The survey found that the teachers training problems of M kindergarten are mainly: 1 the government insufficient attention to the post training, lack of training times and funds;2 teachers in rural areas do not actively participate in the post training, the idea lags behind;3 training mode is single,more than half are "lectures","meetings"; 4 lack of effectively post training evaluation mechanism and normative; 5 rural preschool teachers' content lack of new ideas and plans.Aiming at the existing problems of teachers training of M kindergarten in Luyi County,this research puts forward the following countermeasures: 1. to increase the government's efforts and funds investment to the teachers’ training of rural kindergarten; 2.strengthen the idea and Vocational Continuing Education of rural preschool teachers training consciousness; 3. rich rural in-service kindergarten teacher training mode teaching, implementation, participation, cooperative manner; 4 .post training should be centralized and decentralized, meet the persified requirements of kindergarten teachers;curriculum content;5. design the content according to the demand of rural preschool teachers' in-service training.
Keywords: rural areas; preschool teachers; training;problems and countermeasures
目 录
摘要 1
Abstract. 2
一、研究设计 3
（一）调查对象 3
（二）调查方法 3
二、农村幼儿教师职后培训的概述 4
（一）农村幼儿教师职后培训的概念 4
（二）农村幼儿教师职后培训的目的 4
三、鹿邑县农村幼儿园幼儿教师职后培训的优点 4