早期学习标准背景下的幼儿教师准备研究

发布时间：2018-02-24 11:26

本文关键词： 早期学习标准《3-6岁儿童的学习和发展指南》《幼儿园教育指导纲要(试行)》幼儿教师培训　出处：《华东师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 进入21世纪以来,对早期教育质量及教育公平的日益关注成为全球早期教育的发展趋势。近年来,联合国儿童基金会通过“遍及全球项目”(Going GlobalProject)在全球范围内开展了旨在帮助发展中国家制定早期儿童学习与发展标准的运动,我国教育部与联合国儿童基金会合作于2006年组织开展了中国的早期学习标准,即《3—6岁儿童学习与发展指南》的制定工作,对我国3-6岁儿童学习与发展提出了具体的期望。早期学习标准有效落实的关键在于教师的准备。目前,我国的学习与发展指南即将出台,作为标准与儿童的中介,教师如何有效地利用标准来促进儿童的学习与发展就显得尤为关键。面对即将出台的《指南》,幼儿教师,尤其是中西部地区的广大基层教师是否做好了适宜地应用《指南》的准备?教师应当如何应对《指南》?相关的政策又应当如何跟进?指南推出之后,教师培训工作应当如何来做?这些都是亟待探讨的问题。本研究首先以美国早期学习标准的推出及实施为研究背景,了解早期学习标准在美国推行后对幼儿教师形成的挑战及教师的应对方式,分析各方为解决教师理念与国家政策冲突所做的努力。美国的经验表明,结果导向的标准与强调过程的理念可以有机地结合起来。《指南》与我国目前幼儿教育的纲领性文件《幼儿园教育指导纲要(试行)》的有效结合,将是我国适宜地推行和实施《指南》的关键。在此分析基础上,本研究以人口众多,能够代表广大中西部地区的河南省为例,了解我国中部城镇(X县)幼儿教师的教育现状、对《纲要》的理解及贯彻,考察教师对《指南》的期待、及教师的准备状况。研究发现,《纲要》在中部城镇地区尤其是乡镇幼儿园的贯彻尚不到位。中部城镇地区教师对相对细化的《指南》持欢迎态度。但是对《纲要》认识的含糊很可能导致教师将《纲要》与《指南》结合起来存在一定困难;基于调查结果,考虑到中国教育传统及大部分教师现有水平,本研究认为,应防范教师将实施《指南》的过程变为“为标准而标准”的训练。为了防范这种可能出现的问题,研究者从教师培训和政府政策等方面提出建议,以期为标准的顺利实施提供前瞻性思考。研究进一步对针对《指南》的幼儿教师培训形式进行了初步尝试,意在探索标准推行后教师培训可以尝试的有效培训模式。通过教师培训的尝试,发现参与式培训对教师的能力水平要求比较高,培训并未达到预期效果。因此,研究者认为,针对不同层次教师的教育能力差异,可采取参与式培训与其他培训方式相结合的方式。综上所述,研究发现,《纲要》在中部城镇地区尤其是乡镇幼儿园的贯彻尚不到位。中部城镇地区教师对相对细化的《指南》持欢迎态度。要实现《纲要》与《指南》的有效结合,需要教育政策的外部支持和教师培训的内部保障。
[Abstract]:Since twenty-first Century, the quality of early childhood education and pay more attention to education fairness become the global development trend of early education. In recent years, the United Nations Children's fund through the "global project" (Going GlobalProject) was carried out to help developing countries to develop early learning and development standards movement in the global scope, the Ministry of education I China and the United Nations Children's Fund in cooperation with the early learning standards in 2006 Chinese organization, namely <3 - 6 years old children's learning and development guidelines > work, put forward specific expectations for our learning and development of children 3-6 years of age.
The key lies in the effective implementation of the early learning standards for teachers. At present, learning and development guide our forthcoming, as an intermediary standard with children, teachers how to effectively use the standard to promote the learning and development of children is particularly critical. In the face of the upcoming "Guide >, preschool teachers, especially in the central and western regions the majority of teachers are doing a proper application of < > guide prepared? How should teachers cope with < > related policies and guidelines? How should follow the guidelines? After the launch, the training of teachers should be how to do? These are the most urgent issues.
This study first in the United States early learning standards introduced and implemented as the research background, challenges and coping style of teachers' understanding of early learning standards in the United States after the implementation of preschool teachers, to analysis the parties do to solve the teachers' ideas and the national policy of conflict. The experience of the United States show that can organically Guide >. With our current preschool education programmatic document "guidelines for kindergarten education result oriented standard and emphasizes the process of concept (Trial) > effective combination, will be the key to our proper implementation of < > guide.
On the basis of this analysis, in this study population, can represent the majority of the central and western regions of Henan Province as an example, to understand the central towns in China (X county) education status of preschool teachers, understand and implement the "outline >, < > to guide study of teachers' expectation, and teacher preparation. The study found that < > > in the central urban areas especially the township kindergarten implementation is not in place. The teachers in urban areas of relatively detailed guidelines > < welcome. But the understanding of the" outline > ambiguity is likely to lead to the "Outline" and "the teacher will guide > combined there are some difficulties; based on the results of the survey, consider to China education tradition and most of the teachers present level, this study suggests that teachers should prevent the implementation of the" guidelines for will into "training standards" as the standard. In order to avoid the possible problems, researchers from the teachers training and Administration Suggestions are put forward in the government's policy in order to provide forward-looking thinking for the successful implementation of the standard.
Further research was attempted for the "guidelines for kindergarten teachers" training form, intended to explore the standard after the implementation of teacher training can try effective training mode. Through teacher training, found participatory training on ability of teachers' training requirements are relatively high, did not achieve the desired results. Therefore, researchers believe that, in view of the differences the education ability of teachers at different levels, can adopt the participatory training and other training mode combination.
In summary, the study found that < > > in the central town area especially Township kindergarten implementation is not in place. The teachers in urban areas of relatively detailed guidelines > < welcome. In order to realize the effective combination of < > > and < > guide, need external support of educational policy and teacher training of internal security.

【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G615

【引证文献】