实习老师发展困境探析中英文对照.doc

实习老师发展困境的探析中英文对照The analysis of the intern teacher development dilemma in Chinese 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估的结果，这可能与师范生自身在某些方面发展不足有关。实习前问卷中有50%的实习教师预期“与幼儿互动、交往等”存在困难。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育专业课程中“师幼互动”和“幼儿管理”等内容和技巧方面不足有一定的关系。实习前问卷中有28.9%的实习教师预期“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%一致性。Practice expected: Intern Teachers in practice before the psychological expectations have a certain influence on the practice development. Practice is expected to normal students ' assessment of their own abilities, which may be related to the normal students in some aspects of development. Before the practice questionnaire in 50% of the intern teacher expectations " and children's interaction, communication difficulties ". Further analysis before and after practice, practice " get along with children " difficulties exist 19.4% consistency. This may be related to pre-school education professional courses " teacher-child interaction " and " children " management content and skills have a certain relationship. Before the practice questionnaire in 28.9% of the intern teacher expectations " and kindergarten teacher exchanges " difficulties. Further analysis before and after practice, practice in " hard communication" 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。调查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%的师范生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、见习进行了复习和回顾。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, skills, 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要以积极的态度应对和解决。一般自主解决，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。除此之外个别人也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”“有时不得不采取一些体罚措施”。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”“做好保育工作，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“使自身语言尽量生动、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“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 more" " practical work " " initiative to communicate with the teacher ", 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 include " continue to monitor the teachers how to manage children " " to an experienced teacher " " simple little game " " is to explore more effective and more reasonable ." " sometimes had to take some body punishment measures ". Student teacher interaction in solution and kindergarten teachers' difficulties, strategies include " speak less, do more" " be modest and prudent, practical work, pay attention to " transfer " active and colleagues, efforts to overcome the " " do conservation work, try to cooperate with the teacher " " ask more, do more ". To solve the difficulty of intern teachers in lectures, strategy " make their own language to vivid, beautiful " " practice " " organization simple little game, finger exercise and the like, paying attention to the teacher in charge " " ask ". Student teachers " adaptation" in solving problems, strategies include " initiative and teachers " " keep a positive attitude and good attitude." " good attitude, positive face " " more with teachers, children exchange, into one ".幼儿园指导教师：幼儿园指导教师的指导对实习教师发展有影响。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。而讲课次数多的实习教师提到“都是老师在上课前拿一本书让我讲，之前没有充分的准备”。而有些教师虽然给予实习教师讲课的机会少，但是都提前通知，并给予一定的指导。如“在实习中讲过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，有时候老师们自己打成一片，感觉自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，给实习教师的工作和发展带来了很大的困难。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 for 18.5% of about 6 10 times; practice teacher for 28.9% about the N. Student teachers and lectures frequently mentioned " 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 give 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 times and teaching quality have no correlation too big here, and kindergarten teachers' 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 are 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 the 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 to 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育实习目标的明确程度，关系到教育实习的成效，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长与专业成长2。（1）与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、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）与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生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 in their role positioning is correct 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 teacher's overall growth and professional development 2. ( 1 ) and children's role transformation. Teachers and children between the need to maintain proper " emotional distance ", so as to avoid the teachers or caregivers because of emotional commitment, not affecting the normal teaching load fair conservation 3. Student teachers " role and children's friends, friends, Mom " together, will make their own bear, will affect the child's normal management work. So, to " teacher " or " teacher-student relationship, more friends as " the practice of teacher professional development. Teachers have the purpose of the act, with the appropriate emotional distance, can make the progress of teachers or caregivers objective, practical evaluation of children by the education target, program activity 4. ( 2 ) change and kindergarten teachers' role. The students are very necessary to transform the practice of teachers' role. Himself completely placed in the 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 " equal role relationship between colleagues ", 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，加强对实习前的教育管理。加强实习前全面、有针对性的教育非常必要。从实习困难角度看，除了给学生以明确的实习目的和要求外,还应从专业技能、教学能力、幼儿管理等方面给予切实指导，尤其要加强学生的角色意识、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，在今后的教育中应更加强调向“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。集中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，共同分析实习中的问题，进行有针对性的指导，采用“工作坊”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要求，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 before 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 practical guidance, especially to strengthen students' role consciousness, ability, interpersonal skills and ability to adapt to the environment and other warm-up training 5. Practice teachers role, may be related to education in teachers college. Normal colleges emphasize " education " and " learning " role, often more emphasis on love children, respect for teachers, and ignore the needs of student teachers' role development. So, in the future education should be strengthened to " change the teachers " role. Secondly, strengthen the practice of management. During the internship, college teachers as other teaching tasks, the student teachers' 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 problems, targeted guidance, the " workshop " 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 universities should not only put forward the request to the student teacher, put forward 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 curriculum of preschool education major in Normal University 3 reform在学前教育专业课程中加强班级管理、师幼互动技巧等方面的内容。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，所以应在课程中加强“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 interaction, education is relatively weak, so should strengthen the education and teaching " teacher-child interaction " 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师提出实习要求，而且要对本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，认识实习教师对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 teacher's guide has a very important significance on the practice 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 teacher. First, create a relaxed atmosphere and equality relations internship internship. Kindergarten should change teachers as " learners " concept, the real identity of normal students' status, cognition practice significance of kindergarten teachers and kindergarten teachers' development. Secondly, teachers guide behavior specification. Including early into the class instruction, 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。从整体上看，实习教师自身发展的愿望和应对策略是主动积极的，但仍存在一定的问题。如从实习准备来看，实习教师准备不充分；从角色定位看，定位不准确、不合理；从实习困难解决办法看，实习教师寻求帮助的意识不强。实习教师一定要对自己树立信心，加强主动意识，积极应对，促进自身发展。首先，应加强实习前充分的、有针对性的准备。其次，明确定位实习角色。再次，加强实习中的主动意识和积极寻求发展帮助的策略。最后，加强实习后积极的反思。本研究只是从实习教师遇到的最大困境角度进行调查分析，在教育实习中，实习教师遇到的困难是多样的，要从不同角度不断地进行研究，以促进教师专业成长和学前教育事业的发展。Student teacher is the internal cause, is the key to the development of. Look from whole, desire to practice teachers own development and coping strategies are active, but there are still some problems. As from practice preparation, student teacher preparation is not sufficient; from the role positioning, positioning is not accurate, not reasonable; from practice difficult solution, student teachers for help awareness is not strong. Teachers must establish the confidence to oneself, strengthen initiative consciousness, actively, promote the development of. First of all, should strengthen the practice fully, targeted preparation. Secondly, define the practice role. Thirdly, strengthen the sense of Initiative Practice and actively seek to develop the strategy to help. Finally, strengthening the positive after practice. This study only from practice angle in the biggest difficulties encountered in the investigation and analysis of teachers, teaching practice, student teachers encountered difficulties are diverse, should continue to research from different angles, in order to promote the development of teachers' professional development and preschool education.一篇华为领导发言稿 首先感谢大家，近一年比较辛苦。因为近一年市场比较难做，一是电信投资规模还没有完全定下来，二是移动与联通受国外股东的影响，可能建设投资会有所缩减。在这种情况下，国内市场出现一些暂时的困难，我们该怎么看待这个问题？我们认为： 一、当前市场困难的状况是最能锻炼人与提高人的技能的历史时刻。 那种在大规模收割庄稼的时候，我们的思想里面，不管是在工作方法上、营销手段上还是对客户需求的细分上，都没有创造性思维，就是简单地把收割机哗哗哗开过去，一大堆割下来。过去，形势好，庄稼割了一茬，又长一茬。没有割上的也不急，反正还会长出来。现在，形势不同了，庄稼一年只长一茬，割了就没有了。你说大家会怎样？国内市场现在短暂的困难期最能够锻炼人的思维，不能再用原来的老思想、老方法去看待问题。这样的时候，我们认为各个口各个地方各个系统部，都应该发挥自己创造性思维，想想在你这个区里怎么实现市场的胜利。比如说北京提出120万线的交换机可以撤掉，问我有什么政策，那市场部就得赶快拿出自己的策略与分析来。 二、公司规模是未来运营商合作的基础 我认为很多东西已进入到一种理性状态，这种理性状态对我们有利还是有害？我认为市场走进理性状态后对我们是有利而不是有害。原因是什么？运营商目前经营状况不是太好，利润不是太多了，会买什么呢？大家说：“那就买最便宜的东西！”我想如果你们家里装修，至少不会这么做吧，否则你老婆就把你开除了。如果你们家装修时说买最便宜的东西，你们家老婆是董事长，她是管投资的，她绝不