幼儿教师课程权力个案研究

发布时间：2018-01-04 05:23

本文关键词：幼儿教师课程权力个案研究　出处：《哈尔滨师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 随着新一轮幼儿园课程改革的推进,幼儿教师肩负了更为重要的使命和任务,其在课程发展中的主体地位也逐步凸显。如何参与幼儿园的课程开发与建设,成为课程的开发者和研究者,是当下幼儿教师所要面临的现实问题和新的挑战。本文以质的研究为主要研究取向,采用个案研究的方法,选择哈尔滨市A、B两所不同类型幼儿园,通过对两所幼儿园教师课程权力运行的基本状况进行考察,分析幼儿教师课程权力的基本状况及特点,揭示相关的影响因素,最终形成基本的研究结论并在此基础上提出促进策略。论文的基本框架如下：第一章绪论部分。分析阐释了研究背景、研究意义、研究思路与方法；第二章概念界定与文献综述部分。从理论角度对课程权力的基本问题及其相关研究进行梳理,归纳得出幼儿教师课程权力的涵义、构成、来源及特征；第三章幼儿教师课程权力个案研究部分。从实践层面入手,对个案幼儿园自然状况,幼儿教师课程权力的基本状况及影响因素进行情境描述和解释性分析；第四章幼儿教师课程权力的推进策略。对研究中发现的问题进行归纳总结,并提出相应的解决策略。本文在对相关资料进行理论分析和实践分析基础上,研究结果如下：第一,幼儿教师在课程运行过程中,存在一定程度的权力虚无现象。尤其是在课程设计层面上,教师基本没有权力选择教材,部分幼儿教师对教学目标和内容也难以做到根据实际情况的需要进行变化和调整；第二,幼儿教师自身的专业能力和素质是影响课程权力实现的关键因素。幼儿教师课程权力受诸多因素的影响,其中幼儿教师自身的专业能力和素质以及教育教学经验是其课程权力实现的主要影响因素；幼儿园赋予教师的课程权力空间对教师课程权力也具有直接的影响；此外,家长对教师工作的理解支持程度以及家长对幼儿的期望等方面也给教师课程权力带来一定的影响；而幼儿因素对教师对课程诸要素的选择与决定影响较小；第三,针对幼儿教师课程权力现实状况及影响因素的分析结果,提出相关建议：国家层面应进一步通过赋权来充分发挥教师课程权力的主体性,为教师课程权力的实现提供法律依据；幼儿园层面应为教师提供多种资源及环境支持,为教师权力实施提供发挥平台；教师自身层面应利用多种途径来增强自身的专业能力和素质,提高自身驾驭课程的能力；家长层面应通过沟通与交流加强对教师工作的理解和支持,成为权力实现的后盾。
[Abstract]:With the promotion of the new curriculum reform of kindergarten, kindergarten teachers shoulder a more important mission and task, and their main position in curriculum development is gradually prominent. How to participate in the curriculum development and construction of kindergartens. To become a curriculum developer and researcher is a realistic problem and a new challenge for current kindergarten teachers. This paper takes qualitative research as the main research orientation and adopts the method of case study to choose Harbin A. B two different types of kindergartens, through the two kindergarten teachers' basic status of the operation of curriculum power to analyze the basic status and characteristics of kindergarten teachers' curriculum power, to reveal the relevant factors. Finally, the basic research conclusions are formed and the promotion strategies are put forward. The basic framework of the paper is as follows: The first chapter is the introduction part. It analyzes and explains the research background, research significance, research ideas and methods; The second chapter is the definition of the concept and literature review part. From the theoretical point of view of the basic issues of curriculum power and related research, summed up the meaning, composition, source and characteristics of preschool teachers' curriculum power; The third chapter is the case study of kindergarten teachers' curriculum power. From the perspective of practice, the author describes and interprets the situation of kindergarten's natural condition, the basic status of preschool teachers' curriculum power and the influencing factors. In chapter 4th, the author sums up the problems found in the research, and puts forward the corresponding strategies for the promotion of preschool teachers' curriculum power. On the basis of theoretical and practical analysis of relevant data, the results are as follows: First, preschool teachers in the course of running, there is a certain degree of power nothingness, especially in the curriculum design level, teachers basically have no right to choose textbooks. It is difficult for some preschool teachers to change and adjust the teaching objectives and contents according to the actual situation. Secondly, the professional ability and quality of preschool teachers are the key factors that affect the realization of curriculum power, and the curriculum power of preschool teachers is affected by many factors. Among them, preschool teachers' professional ability and quality as well as educational teaching experience are the main influencing factors for the realization of curriculum power. The curriculum power space given by kindergarten also has direct influence on teachers' curriculum power. In addition, the degree of parents' understanding and support of teachers' work and their expectations for children also have a certain impact on teachers' curriculum rights; However, infant factors have little influence on teachers' choice and decision of curriculum elements. Thirdly, according to the analysis of the actual situation of preschool teachers' curriculum power and its influencing factors, the author puts forward some relevant suggestions: the national level should give full play to the subjectivity of teachers' curriculum power through empowerment. To provide the legal basis for the realization of teachers' curriculum power; Kindergarten should provide teachers with a variety of resources and environmental support, and provide a platform for the implementation of teachers' rights; Teachers themselves should use various ways to enhance their own professional ability and quality, improve their ability to master the curriculum; Parents should strengthen the understanding and support of teachers' work through communication and communication, and become the backing of the realization of power.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G612

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