有关实习老师发展困境的探析中英文对照

1、有关实习老师发展困境的探析中英文对照the analysis of the intern teacher development dilemma inchinese and english.实习预期：实习教师在实习前的心理预期对实习后发展也存在一定的影响。实习预期是师范 生对自身能力评佔的结果，这可能与师范生自身在某些方面发展不足冇关。实习前问卷中冇 50%的实习教师预期“与幼儿互动、交往等”存在怵1难。进一步分析，实习前与实习后“与 幼儿相处”困难存在19.4%的一致性。这可能与高师学前教冇专业课程屮“师幼互动”和“幼 儿管理”等内容和技巧方面不足冇一定的关系。实习前问卷中冇28.9%的实习

2、教师预期“与 幼儿园教师交往”存在困难。进一步分析，实习前与实习后在“与幼儿园教师交往”困难中 存在13.2%致性。practice expected: intern teachers in practice before the psychological expectations have a certain influence on the practice development. practice is expected to normal students 1 assessment of their own abilities, which may be related to th

3、e normal students in some aspects of development. before the practice questionnaire in 50% of the intern teacher expectations h and children's interaction, communication difficulties i further analysis before and after practice, practice h get along with children m difficulties exist 19.4% consi

4、stency. this may be related to pre-school education professional courses ” teacher-child interaction h and h children 11 management content and skills have a certain relationship. before the practice questionnaire in 28.9% of the intern teacher expectations h and kindergarten teacher exchanges h dif

5、ficulties further analysis before and after practice, practice in m hard communication0 and kindergarten teachers in the presence of 13.2% consistency.实习准备：师范生在实习前的准备没有针对性，实习准备不充分。调杏结果显示在实习之前 13.2%的师范生没有进行任何准备工作，50%的师范牛只是作了一点心理上的准备，36.8% 的师范生是对原有的专业知识、技能、见习进行了复习和冋顾。这可能与高师在实习准备指 导中侧重于实习态度和实习纪律等方面的指导和

6、要求有关。practice: students in internship before there is no specific practice, inadequate preparation. survey results show that students in the internship prior to 13.2% without any preparation work, students only 50% made some psychological preparation, normal 36.8% is the professional knowledge, skil

7、ls, probation review and review. this may be related to teachers in practice to guide focuses on practice attitude and practice discipline and other aspects of the guidance and requirements of the relevant.困难解决策略：在实习困难解决办法中实习教师主耍以积极的态度应对和解决。一般口主解 决，以“少说话，多做事”“踏实工作”“主动与教师交流”为主，而请教院系指导教师的则 没有。除此z外个别人也

8、采取了消极的应对策略，如体罚、少说话、注意转移等。实习教师 在解决与幼儿交往和管理困难时，策略包括“不断留意老师们如何管理孩子” “向有经验的 老师学习”“简单的小游戏” “目前还在探讨更有效更合理的办法” “有时不得不采取-些体 罚措施”。实习教师在解决与幼儿园教师交往的困难时，策略包括“少说话，多做事” “谦虚 谨慎、踏实工作、注意转移”“主动和同事交流，努力克服”“做好保冇工作，尽量配合老师” “多问、多做”。实习教师在解决讲课困难时，策略有“使h身语言尽量牛动、优美”“不断 练习”“组织简单的小游戏，手指操之类的，提高注意力”“向带班老师请教”。实习教师在 解决“适应”问题时，策略包括

9、“主动和老师沟通”“保持积极心态和良好态度”“摆好心态、 积极面对” “多与老师、孩子交流，融入其中”。difficulties and solving strategy: intern teachers in practice difficult solution mainly with a positive attitude to deal with and solve general autonomous solutions, to ” speak less, do moreh n practical work h h initiative to communicate with the

10、 teacher 蔦 but please education faculty guidance teachers are not. in addition to others that also take a negative coping strategies, such as corporal punishment, talk less, attention transfer etc. student teacher interaction in solution with the children and management difficulties, strategies incl

11、ude h continue to monitor the teachers how to manage children to an experienced teacher m h simple little game h h is to explore more effective and more reasonable ” m sometimes had to take some body punishment measures student teacher interaction in solution and kindergarten teachers1 difficulties,

12、 strategies include m speak less, do morem n be modest and prudent, practical work, pay attention to n transfer m active and colleagues, efforts to overcome the h u do conservation work, try to cooperate with the teacher n h ask more, do more to solve the difficulty of intern teachers in lectures, s

13、trategy n make their own language to vivid, beautiful n h practice m m organization simple little game, finger exercise and the like, paying attention to the teacher in charge u h ask u. student teachers m adaptation11 in solving problems, strategies include m initiative and teachers u n keep a posi

14、tive attitude and good attitude/1 h good attitude, positive face h h more with teachers, children exchange, into one h.幼儿园指导教师：幼儿园指导教师的指导对实习教师发展冇影响。在“实习中讲课次数”一 题中，52.6%的实习教师讲了 5次及以内；18.5%的实习教师讲了 610次；28.9%的实习教 师讲了 n次。阳讲课次数多的实习教师提到“都是老师在上课前拿一本帖让我讲，z前没 有充分的准备”。而有些教师虽然给了实习教师讲课的机会少，但是都捉前通知，并给了一 定的指导。如“在

15、实习中讲过7次课，好的有两次，讲课前老师跟我讲如何去讲这些内容， 给了我一些讲课的经验，讲完课又作了一些评价”。“每次讲课中都受到老师的指导，使我受 益匪浅。”所以讲课次数与讲课质量在这里没有太大的相关性，而与幼儿园教师的指导和实 习教师的准备有关。幼儿园指导教师的态度对实习教师发展也有一定影响。在调查问卷中， 实习教师提到：“老师都不会多和我说话！” “在语言上交流得比较少，有吋候老师们自己打 成一片，感觉占己就像个局外人似的。”研究者在调查中也发现，有些教师对实习教师进班 不介绍，进班几天幼儿还不知道实习教师姓什么，有的小朋友认为她们是临时来的，没几天 就要走了，所以也满不在乎，给实习教师

16、的工作和发展带來了很大的因难。这可能是由于实 际情况等问题，实习教师所在院校一般对实习单位的要求甚少，这和实习基地忽视实习的软 性管理等有关。teachers: teachers in kindergarten kindergarten guidance has influence on the practice of teacher development. in the " practice lecture number" of a title, student teachers 52.6% 5 times. and within; practice teacher f

17、or 18.5% of about 6 10 times; practice teacher for 28.9% about the n. student teachers and lectures frequently mentioned m is a teacher with a book to me before class, without sufficient preparation and although some teachers to practice teaching opportunities, but are informed in advance, and to gi

18、ve some guidance. such as " about 7 lessons in practice, good for two times, before the teacher told me how to go about it, give me some teaching experience, the end of the class and makes some evaluation " every time by the teacher lectures, i benefited a lot from. " so the lecture t

19、imes and teaching quality have no correlation too big here, and kindergarten teachers1 guidance and the student teachers prepare. teachers of kindergarten's attitude is also has a certain effect on the practice of teacher development. in the questionnaire, student teacher said: " teachers a

20、rc not talking to me! " " in the language exchange less, sometimes the teachers themselves become integrated with, i felt like an outsider. " the researchers also discovered in the investigation, some teachers on student teacher in class is not introduced into the class, a few days th

21、e children also do not know what is the first name of student teachers, some kids think they are coming, do not have a few days to go, so also make nothing of, it is difficult to practice the work of teachers and development. this may be due to the actual situation of the college, student teachers t

22、o practice unit requirements understood this and practice base, neglect practice soft management etc.1.转变角色定位1 change the role positioning师范生对自己的角色定位的正确与否关系到对教冇实习目标的明确程度，关系到教冇实习的 成效，关系到对毕业后的教育工作的悦纳程度，更关系到未来教师的整体成愉与专业成氏 2。(1) 幼儿角色定位的转变。教师与幼儿间需保持适当的“情感距离”，以免教师或保 育人员因感情过度投入，无法负荷而影响正常公平的教学保育工作3。实习教师以“朋友

23、、 玩伴、妈妈”的角色与幼儿相处，会使自己承受不了，更会影响到正常的幼儿管理工作。所 以，以“师生”或“师生为主，朋友为辅”的关系更有利于实习教师专业发展。教师有目的 的行为，配合适度的情感距离，可以使教师或保育人员客观、实际地按教育目标来评价幼儿 的进展，计划课程活动4。(2)打幼儿园教师角色定位的转变。从师范生到实习教师角色 的转变是非常必要的。把自己完全放置在被动的学习角色是不利于教师角色发展的。而教师 角色的定位不仅有利于师范牛以学习者的身份学习，而且更有利于向教师角色的转变。调查 也表明“同事”的平等角色关系，更有利于实习教师与幼儿园教师的交往和互动。normal students

24、in their role positioning is conect or not is related to the clear degree of the object of teaching practice, related to the education practice results, related to the graduate education of acceptable level, but also related to the future teachefs overall growth and professional development 2(1 ) an

25、d children s role transformation. teachers and children between the need to maintain proper n emotional distance 蔦 so as to avoid the teachers or caregivers because of emotional commitment, not affecting the normal teaching load fair conservation 3. student teachers n role and children's friends

26、, friends, mom m together, will make their own bear, will affect the child's normal management work. so, to n teacher m or h teacher-student relationship, more friends as n the pnictice of teacher professional development. teachers have the purpose of the act, with the appropriate emotional dist

27、ance, can make the progress of teachers or caregivers objective, practical evaluation of children by the education target, program activity 4j. ( 2 ) change and kindergarten teachers1 role. the students are very necessary to transform the practice of teachers1 role. himself completely placed in the

28、passive learning role is not conducive to the role of teacher development. while the teacher role not only help the college students to the identity of the learners learning, but also more conducive to the transition to the role of teachers. the research also showed that u equal role relationship be

29、tween colleagues 舄 more conducive to communication and interaction between teachers and kindergarten teachers.2加强高师院校实习管理2 strengthen the management practice in higher normal colleges科学、有效的实习管理工作有利于实习工作的顺利展开，有利于高师生专业成长。首先，加 强对实习询的教育管理。加强实习询全而、有针对性的教育非常必要。从实习怵【难角度看， 除了给学生以明确的实习h的和要求外，还应从专业技能、教学能力、幼儿管

30、理等方面给予 切实指导，尤其要加强学生的如色意识、从业能力、人际交往能力和环境适应能力等热身训 练5_。实习教师存在角色定位问题，可能与高师院校教育有关。师范院校过于强调“受教 育者”或“学习者”的角色，往往更多地强调爱幼儿、尊重教师，而忽视了实习教师角色发 展的需要。所以，在今后的教冇中应更加强调向“实习教师”的角色转变。其次，加强实习 过程中的管理。在实习过程中，高师院校指导教师由于其他教学工作任务，对实习教师的指 导不太紧密。应逐步从定时指导向蹲点指导转变。集屮精力认真观察实习教师的教育教学行 为，与幼儿园指导教师和实习教师及时交流，共同分析实习屮的问题，进行有针对性的指导， 采用“工作

31、坊”等多种策略，促进实习教师的发展。最后，对幼儿园的实习管理提出一定的 建议。高师院校不仅要对实习教师提出耍求，对幼儿园也要提出一定的实习要求。如对幼儿 园教师素质的要求，幼儿园对实习教师进行保教、管理工作全面实习的要求等。the scientific, effective practice management work is helpful to practice the work smoothly, help teachers professional growth. first of all, to strengthen the educational management of be

32、fore practice. strengthen the practice of comprehensive, targeted education is very necessary. from the practice difficult point of view, in addition to the students with clear practice purpose and requirements, also from the professional skills, teaching ability, kindergarten management to give pra

33、ctical guidance, especially to strengthen students* role consciousness, ability, interpersonal skills and ability to adapt to the environment and other warm-up training 5j. practice teachers role, may be related to education in teachers college normal colleges emphasize n education h and m learning

34、n role, often more emphasis on love children, respect for teachers, and ignore the needs of student teachers1 role development. so, in the future education should be strengthened to h change the teachers h role. secondly, strengthen the practice of management. during the internship, college teachers

35、 as other teaching tasks, the student teachers1 guidance is not too tight. should gradually change direction from the timing guidance to camp. focus on the careful observation of teaching behaviors of teachers, timely communication with teachers and student teachers of kindergarten, common practice

36、problems, targeted guidance, the n workshop h and other policies, and promote the development of student teachers finally, put forward some suggestions on the practice in the management of kindergarten. colleges and univers让ies should not only put forward the request to the student teacher, put forw

37、ard some practice requirements of kindergarten to. as for the quality of kindergarten teachers, kindergarten teaching, to the student teacher management comprehensive practice requirements etc.3. 改革高师学前教育专业课程the cumculum of preschool education major in normal university 3 reform 在学询教育专业课程中加强班级管理、师幼互

38、动技巧等方而的内容。目前在学前教育课程中， 师幼互动等具体实施策略的教育比较薄弱，所以应在课程小加强“师幼互动”等内容的教育 教学。另外，继续加强活动设计与组织指导的训练。in the pre-school education curriculum in strengthening class management, teacher-child interaction skills etc. at present in the preschool education curriculum, specific implementation strategy of teacher-child in

39、teraction, education is relatively weak, so should strengthen the education and teaching h teacher-child interaction h and so on in the course of. in addition, continue to strengthen the design and organization of activities to guide training.4. 提高幼儿园指导教师素质4 kindergarten teachers quality幼儿园教师的指导对实习教

40、师发展有着非常重要的意义。幼儿园应细化实习管理制度。幼儿 园不仅对实习教帅提出实习要求，而n要对木园指导教师提出指导要求。首先，营造宽松的 实习氛围和平等的实习关系。幼儿园应转变实习教师为“学习者”的观念，真正认同师范生 的教师地位，认识实习教师対幼儿园及幼儿园教师发展的意义。其次，规范教师的指导行为。 包括初进班的指导、讲课的指导、与幼儿交往的指导、班级管理的指导等的具体要求。最后, 尝试对优秀指导教师进行奖励，以促进指导教师素质的提高。kindergarten teachefs guide has a very important significance on the practice

41、of teacher development. kindergarten should refine the practice management system kindergarten intern teachers put forward not only to practice requirements, but also to provide guidance and requirements of the park teache匚 first, create a relaxed atmosphere and equality relations internship interns

42、hip. kindergarten should change teachers as 11 learners n concept, the real identity of normal students1 status, cognition practice significance of kindergarten teachers and kindergarten teachers1 development. secondly, teachers guide behavior specification. including early into the class instructio

43、n, teaching guidance, and children communication instruction, classroom management guidance and other specific requirements finally, try to reward excellent teachers, in order to promote the improvement of the quality of teachers.5. 实习教师自身发展5 student teachers* self-development实习教师是发展的内因，是发展的关键。从鉴体上看，实习教师自身发展的愿望和应对策略 是主动积极的，但仍存