幼儿教师品格整合教育信念及其建构的个案研究

发布时间：2018-01-21 03:08

本文关键词： 幼儿教师教师信念品格整合教育模式　出处：《浙江师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：学前教育是我国基础教育的重要组成部分,幼儿教师是促进学前教育发展的中坚力量,其教学成效直接关系着学前教育的发展。幼儿教师的教学成效受着各种主客观因素的影响,其中教师教育信念是影响其教学效果的重要因素之一。教育是一种基于信念的活动,教师自身持有何种教育信念对其教学活动的设计方式、活动内容、教学策略、教学方式和手段等有着直接的影响。基于品格的整合教育模式是20世纪90年代由美国教育家朗格内斯·特雷萨教授创立的一种品格教育模式,这一模式强调从核心品格出发整合儿童所有的学习与生活,重视儿童的利他性品格与人类责任意识的培养,以赋予儿童学习的方向与动力。这一模式对儿童和谐发展的积极促进作用,使它日益为各国教育者所关注。2004年整合教育理念被介绍到了中国,2006年,浙江省杭州市部分幼儿园开始尝试将整合教育理念用于中国幼儿园品格课程的开发,实践对基于品格的整合教育模式。鉴于教师信念的重要性,本文以此为背景,通过对杭州A幼儿园中正在实践品格整合教育模式的两位幼儿教师研究来了解品格整合教育的实施状况、幼儿教师关于品格整合教育的相关信念及其状况,以为幼儿园品格整合课程的开发与教师培训提供参考。本文通过个案研究,辅以文献分析、访谈、实物分析的手段对幼儿教师关于品格整合教育信念的基本现状、建构历程及其影响因素进行了研究,主要结论如下： (一)幼儿教师对品格整合教育理念、品格整合教育中主题建构思路与原则有清晰的认识、对品格整合教育常用策略有较好的掌握、对品格整合教育实施效果评价方式有较好的理解 (二)幼儿教师关于品格整合教育信念的建构主要经历了三个阶段：接触品格整合教育模式后的初步模仿、尝试从本园实际出发对品格整合教育模式进行调整与重建、形成明晰的品格整合教育思路与行动模式 (三)影响幼儿教师品格整合教育信念建构的主要因素有教师自身因素和外界因素两部分。教师自身因素主要有幼儿教师的成长经历、幼儿教师对品格整合教育模式的理解与认知水平、幼儿教师的反思意识和能力；外界因素主要有专家的指导与幼儿园的支持、成熟的品格主题教学方案和丰富的课程资源、浓厚的日常品格教育氛围、品格教学活动后的集体研讨并以此为依据提出了培育与提升幼儿教师品格教育信念的建议： (一)专家与幼儿教师共同协同设计与实施品格整合教育方案 (二)提供更有效的品格整合教育理念培训,增强幼儿教师的理解水平与反思意识 (三)建构系统化的评估指标,引导教师信念与实践的修正
[Abstract]:Preschool education is an important part of basic education in China, and preschool teachers are the main force to promote the development of pre-school education. Its teaching effect is directly related to the development of preschool education. The teaching effect of preschool teachers is influenced by various subjective and objective factors. Education is a kind of activity based on belief. What kind of educational belief does the teacher own to its teaching activity design way and activity content? Teaching strategies, teaching methods and means have a direct impact. The integrative education model based on character is a kind of character education model founded by American educator Professor Longnes Teresa in 1990s. This model emphasizes the integration of all children's learning and life from the core character, and emphasizes the cultivation of children's altruistic character and the sense of human responsibility. In 2004, the concept of integrated education was introduced to China because of the positive role of this model in promoting the harmonious development of children, which made it more and more concerned by educators from all over the world. In 2006, some kindergartens in Hangzhou, Zhejiang Province began to try to apply the idea of integrated education to the development of character curriculum in Chinese kindergartens, and put into practice the integrated education model based on character. In view of the importance of teachers' beliefs, this paper takes this as a background to understand the implementation of character integration education through the study of two preschool teachers in Hangzhou A kindergarten who are practicing the model of character integration education. This paper provides a reference for the development of character integration curriculum and teacher training in kindergarten. This paper is based on case study, supported by literature analysis and interviews. This paper studies the basic status quo, construction process and influencing factors of character integration education belief of preschool teachers by means of physical analysis. The main conclusions are as follows: (1) the kindergarten teachers have a clear understanding of the concept of character integration education, the ideas and principles of the subject construction in character integration education, and have a good grasp of the common strategies of character integration education. A better understanding of the evaluation method of the implementation effect of character integration education (2) the construction of preschool teachers' belief in character integration education mainly goes through three stages: the initial imitation after contact with the character integration education model. This paper attempts to adjust and reconstruct the mode of character integration education from the actual situation of the park, and to form a clear thinking and action mode of character integration education. (3) there are two main factors that affect the construction of character conformity educational belief of preschool teachers: teachers' own factors and external factors. Teachers' own factors mainly include the growth experience of preschool teachers. The understanding and cognition level of character integration education model, the reflection consciousness and ability of preschool teachers; Outside factors mainly include expert guidance and kindergarten support, mature character theme teaching scheme and rich curriculum resources, strong daily character education atmosphere, and collective discussion after character teaching activities. On the basis of this, the author puts forward some suggestions on cultivating and promoting the creed of character education of preschool teachers. (1) experts and kindergarten teachers jointly design and implement integrated character education programs (2) to provide more effective training in the concept of character integration education, and to enhance the understanding level and reflective consciousness of kindergarten teachers. (3) to construct systematic evaluation index and guide teachers to revise their beliefs and practice.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G615

【引证文献】