目录摘要··············································ⅠABSTRACT··········································Ⅱ一、绪论············································1（一）研究背景····································1（二）研究目的与意义······························1（三）研究对象及研究方法··························2二、实际调查情况分析与研究结果······················5（一）幼儿园的影响································5（1）幼儿园性质对新教师专业能力素养的影响·········5（2）地区差异对新教师专业能力素养的影响···········7（二）教师自身因素对专业能力素养的影响············9三、幼儿园新教师专业能力的发展期待··················11（一）教师的沟通能力······························111、与幼儿沟通的能力·······························112、与家长沟通的能力·······························123、与同事沟通的能力·······························14（二）教师组织一日活动的能力······················15（三）教师组织集体教学活动能力····················171、教学活动设计、实施能力·························172、应对突发状况能力·······························17（四）教师的自我发展能力··························171、学习能力·······································192、自我反思与评价能力·····························19四、提高新教师专业能力素养的有关建议················20(一)加强对新教师专业能力素养的系统培训············20(二)注重新教师在岗位适应过程中的心理疏导··········21(三)重点关注农村幼儿园新教师的支持与帮助··········22致谢················································23参考文献············································24附录················································25附录一············································25附录二············································28摘要幼儿园新教师是学前教育教师队伍的重要组成部分，促进幼儿园新教师的专业能力素养提升，是培养优秀教师、专家型教师的基础工作。本研究针对幼儿园新教师专业能力素养的发展现状、影响因素等通过问卷调查法、访谈法等方式开展研究调查，在调查的基础上进行分析，在已有研究文献的基础上，梳理现阶段幼儿园新教师专业能力素养发展中遇到的问题，提出促进新教师专业能力素养发展的有关建议及改善对策，丰富幼儿园新教师专业能力素养的发展空间，最终促进学前教育事业的发展。关键词:幼儿园新教师；专业能力素养；发展现状；对策研究ⅠABSTRACTThenewkindergartenteachersareanimportantpartofpreschooleducationteachers,andpromotetheimprovementoftheprofessionalabilityofkindergartenteachers,isthebasicworktotrainexcellentteachersandexpertteachers.Theresearchanddevelopmentstatus,a...
