个体知识视域下民汉小学课程管理跨文化研究

发布时间：2018-01-30 06:37

本文关键词： 课程管理个体知识公共知识跨文化　出处：《内蒙古师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：课程管理是学校管理的一个重要部分，并且直接规定了教学活动。面对内蒙古自治区特有的蒙古族与汉族的跨文化现象，应当站在民族差异性的角度对小学课程管理中的个体知识进行研究。本文在明确了课程管理基本理论的基础上，主要运用了文献研究法、个案研究法、比较分析法和访谈法等多种方法，对当前内蒙古自治区汉族小学与蒙古族小学中的校长、教导主任等学校主要领导人员和班主任等班级管理人员在学校课程管理中所使用的个体知识进行了比较与分析，从而找到当前蒙古族与汉族小学在课程管理方面的问题所在，为内蒙古自治区的大部分学校就如何更有效的实行课程管理提供理论对策、解决课程管理实践的问题提供建议。全文共分为六个部分：第一部分是引言，其中包括问题的提出、国内外研究概况，简单的分析了选题的原因，在内蒙古自治区由于民汉小学课程管理者在个体知识上的不同，导致民汉小学在课程管理制度上也有所不同。研究的意义与目的阐述了课程管理者的个体知识，它可以丰富我区相对薄弱的课程管理知识体系，同时也有利于提高我区民汉小学课程管理者的管理水平。第二部分澄清了民汉小学课程管理知识的基本理论。因为本文涉及到的这些概念放在不同的情境下会有不同的意义，所以，有必要对“个体知识”、“公共知识”和“课程管理”进行明确的解释。第三部分和第四部分是本文的核心部分，分别对蒙古族小学和汉族小学课程管理知识的现状进行调查，笔者主要运用访谈法、个案研究法和比较分析法来对三所特点鲜明的小校进行实地调查与研究，分别通过对“小学课程管理公共知识的现状”、“小学课程管理个体知识现状”和“小学课程管理的公共知识与个体知识现状比较及反思”这三个部分的分析对比，来掌握我区民汉小学课程管理知识的调查现状。第五部分是在对第三、第四部分的调查研究的基础上，通过对蒙古族族小学与汉族小学的课程管理者的课程管理知识的现状的掌握，对我区民汉小学课程管理知识的现状进行进一步的比较与分析。第六部分是民汉小学课程管理知识的反思与展望。在内蒙古地区特有的民汉跨文化现象中，，民汉小学领导们有必要大力开发自己的个体知识。这就要求他们着重在课程的执行、校本课程的开发与实施、评价方式等方面加大力度。正确处理公共管理理论知识与个体实践知识的关系的探索与实践，解决的最佳办法是采用公共管理理论知识与个体实践知识的一体化。不能只强调个体管理实践知识而忘掉公共管理理论知识，又不能只强调公共理论知识而忽视个体实践知识。所以，我们既要重视个体实践知识，又要重视管理理论知识，应通过特定的载体（项目、任务、学习情境）有机地融合在一起，通过项目驱动、任务引领、做中学、行动导向等手段来学习课程管理知识。
[Abstract]:Curriculum management is an important part of school management, and directly regulates teaching activities. Facing the cross-cultural phenomenon of the Mongolian and Han nationality in the Inner Mongolia Autonomous Region, we should study individual knowledge in primary school curriculum management from the perspective of ethnic differences.
This paper makes clear the basic theory of curriculum management, mainly uses the literature research method, case study method, comparative analysis and interviews, the current primary school in the Inner Mongolia Autonomous Region Han and Mongolian primary school principals in the use of individual knowledge, Dean of school leaders and teachers as the main class management personnel in the school curriculum management were compared and analyzed, in order to find the primary school Mongolian and Han nationality in the course of management, as most of the Inner Mongolia Autonomous Region school on how to more effectively implement the curriculum management to provide theoretical countermeasures, provide suggestions to solve the problems of curriculum management practice.
The full text is divided into six parts:
The first part is the introduction, including the problem, research status at home and abroad, a simple analysis of the reasons for the choice, because people in the Inner Mongolia Autonomous Region Han primary school curriculum management in individual knowledge is different, leading to the people in the primary school Chinese curriculum management system is also different. The purpose and meaning of research illustrates the individual knowledge management curriculum who, it can enrich my area relatively weak curriculum management system of knowledge, but also conducive to improve my Chinese residents primary school curriculum management level.
The second part clarifies the basic theory of curriculum management knowledge in ethnic Han primary schools. Because these concepts are different in different contexts, so it is necessary to have a clear explanation of "individual knowledge", "public knowledge" and "curriculum management".
The third part and the fourth part is the core part of this paper, were investigated situation of Mongolian and Han primary school primary school curriculum management knowledge, the author mainly uses interview method, case study method and comparative analysis method to the small school of three distinct characteristics of the field investigation and research, through to the "status quo" primary school curriculum the management of public knowledge, "the comparative analysis of the three present situation of curriculum management of individual knowledge and" primary school primary school curriculum management of public knowledge and individual knowledge status comparison and reflection "part of the survey to grasp the present situation of knowledge management in our region of the Han Primary school curriculum.
The fifth part is on the basis of investigation on the third, on the fourth part, through analyzing the current situation of curriculum knowledge management curriculum management of the Mongolian nationality and the Han nationality of the primary school primary school of the master, compared with the further analysis of the status of knowledge management in our region of the Han primary school curriculum.
The sixth part is the reflection and Prospect of the primary school curriculum management knowledge. In the Inner Mongolia area unique ethnic Chinese cross cultural, ethnic primary school leaders need to develop their own individual knowledge. They focus on the implementation of curriculum, school-based curriculum development and implementation, strengthen evaluation way etc. exploration and practice of the correct treatment. Public management theoretical knowledge and practical knowledge of the relationship between the individual and the best solution is to use the public management theory and practice of individual knowledge integration. Not only emphasizes the practical knowledge of individual management and forget the public management theory of knowledge, and not only emphasize the theory of public knowledge and ignore the individual practical knowledge. So, we should pay attention to personal practical knowledge, but also attach importance to knowledge management theory, through a specific carrier (project, task, learning situation) organically together To learn curriculum management knowledge through project driven, task guidance, secondary school and action orientation.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G752.3

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