职前与在职幼儿教师课程观评价研究

发布时间：2018-01-01 16:38

本文关键词：职前与在职幼儿教师课程观评价研究　出处：《南京师范大学》2003年博士论文　论文类型：学位论文

【摘要】： 本研究揭示了职前和在职幼儿教师课程观的因素结构，并就影响幼儿教师课程观的诸因素进行了分析。来自江苏省的170名幼师大专一年级职前教师、302名幼师大专五年级职前教师和253名在职教师作为本研究的量化研究被试，参加了Charlesworth(1993)设计的经王坚红修订的教师信念问卷(the Teacher Beliefs Scale)中国版本的测量，以及研究者自编的教师背景问卷的测量。其中有50名职前教师和40名在职教师参与了本研究的质化研究部分——内容分析和深度访谈。本研究采用主成分因素分析法揭示了职前和在职幼儿教师课程观的三维因素模型，发现职前阶段的初入职阶段(幼师一年级)教师、准教师、在职教师课程观因素结构有一定的相似性。三种类别教师的课程观共享“社会性的、综合的、儿童主动学习信念”、“教师主导信念”。初入职教师(幼师一年级)、准教师共有“教育世俗信念”。分析认为课程观的共性所在为同一文化背景下的价值观念在幼儿教师信念中的投射和缩影。进一步的多重分析显示，三类幼儿教师课程观在程度上存在显著差异。一元和多元方差分析以及质的研究资料证明，影响幼儿教师课程观的主要因素是国家的政策法规、教师教育课程、生活经验、专业实践因素，教师教龄是影响在职教师课程观的主要因素。受教育程度、职称、幼儿园类型、幼儿班级人数对在职教师课程观的影响均不显著。本研究展现了幼儿教师课程观的历程演变，认为幼儿教师课程观是发展变化的，并非一成不变的。同时课程观发展也不是一蹴而就的事情，而是一个漫长的发展过程。教师教育观念的发展是有空间的，教师个体课程观受到一定的、适宜的刺激会产生一定的变化并针对研究结果，研究者创造性地提出了改革教师教育的若干建议。
[Abstract]:This study reveals the factors of pre-service and in-service preschool teachers' view of curriculum, and analyzes the factors that affect teachers' view of curriculum. In this study, 170 preschool teachers from Jiangsu Province, 302 pre-teachers in fifth grade and 253 in-service teachers in kindergarten teachers' colleges were included in this quantitative study. Participated in the Teacher Beliefs scale, a revised teacher's belief questionnaire, designed by Charles worth 1993). Chinese version of measurement. Among them, 50 pre-service teachers and 40 in-service teachers participated in the qualitative part of the study, content analysis and in-depth interviews. In this study, the principal component factor analysis was used to reveal the three dimensional factor model of the curriculum view of pre-service and in-service preschool teachers, and it was found that the teachers in the pre-service stage (first grade of kindergarten teachers), the prospective teachers. There is a certain similarity in the structure of the factors of in-service teachers' view of curriculum. The three kinds of teachers' views of curriculum share "social, comprehensive and active learning beliefs of children". "teacher leading beliefs". New teachers (first year of kindergarten teachers). The analysis shows that the commonness of curriculum view lies in the projection and epitome of the values in the same cultural background in the belief of preschool teachers. There are significant differences in the degree of the three types of preschool teachers' curriculum views. Univariate and multivariate ANOVA and qualitative research data prove that the main factors that affect the kindergarten teachers' curriculum view are the national policies and regulations and the teacher education curriculum. Life experience, professional practice, teachers' teaching age are the main factors that influence the in-service teachers' curriculum view. The educational level, professional title, kindergarten type and the number of children's classes have no significant influence on the in-service teachers' curriculum view. This study shows the evolution of the curriculum concept of preschool teachers, and holds that the curriculum concept of early childhood teachers is a change, not a fixed one, and the development of curriculum view is not an overnight thing. It is a long process of development. There is room for the development of teachers' concept of education. Teachers' individual curriculum view is subject to certain, appropriate stimulation will produce certain changes and research results. The researchers creatively put forward some suggestions for reforming teacher education.
【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2003
【分类号】：G612.3

【引证文献】