幼儿园课程改革与教师发展：上海市C区C幼儿园个案研究

发布时间：2018-03-04 15:37

本文选题：课程改革　切入点：幼儿园课程改革　出处：《华东师范大学》2005年硕士论文　论文类型：学位论文

【摘要】：近年来,随着课程改革的不断深入,人们在关注课程改革的同时,也开始关注课程改革中的教师发展问题,呈现出课程改革逐渐聚焦于教师发展的趋势。但就目前有关课程改革与教师发展的研究来看,多是理论上的研究,并且主要研究中小学的课程改革与教师发展,有关幼儿园课程改革与教师发展的实践研究比较少。基于对以上问题的分析与思考,本研究立足于实践,采用个案研究方式,选择上海市C区C幼儿园为研究对象,通过访谈、观察、文献查阅等方式收集资料。本研究首先从理论上梳理了课程改革、教师发展以及二者的关系,并从外在要求与内在素养相结合、个人发展与生态环境创设相结合、教师教育机构的培训与幼儿园本位的培训相结合三个方面对教师发展理论进行了解读。本研究描述了C幼儿园课程改革的历程,分析了幼儿园在课程改革过程中促进教师发展的途径:“听课-评课”活动、教研组活动、“能者为师”的“结对”指导、专题学习与研究等;阐述了幼儿园课程改革在态度与情感、思维方式与观念、能力以及外在教育行为等方面对教师发展的影响。通过个案研究,本研究提出了在课程改革过程中促进教师发展的行动建议:(1)明确教师发展的目的;(2)立足幼儿园本位的教师培训;(3)构建“伙伴共生”的群体;(4)确保教师的“课程话语权”。
[Abstract]:In recent years, with the continuous deepening of curriculum reform, people pay attention to the curriculum reform, but also began to pay attention to the development of teachers in curriculum reform. There is a tendency for curriculum reform to focus on the development of teachers. However, the current researches on curriculum reform and teacher development are mostly theoretical, and mainly focus on curriculum reform and teacher development in primary and secondary schools. There are few practical studies on curriculum reform and teacher development in kindergartens. Based on the analysis and thinking of the above problems, this study is based on practice, adopts the method of case study, selects C kindergarten in area C of Shanghai as the research object, collects the data by interview, observation, literature reference and so on. This research firstly combs the curriculum reform, the teacher development and the relationship between them theoretically, and combines the external requirements with the inner accomplishment, the personal development and the ecological environment creation. This paper interprets the theory of teacher development from three aspects: the training of teacher education institution and the training based on kindergarten. This study describes the course of curriculum reform in kindergarten C, and analyzes the ways to promote teachers' development in the course of curriculum reform in kindergartens, such as "listening to class-evaluating lessons", "teaching and research group activities" and "twinning" guidance of "those who can be teachers". This paper expounds the influence of kindergarten curriculum reform on teachers' development in the aspects of attitude and emotion, mode of thinking and concept, ability and external educational behavior. Through case studies, This study puts forward the action suggestion of promoting teachers' development in the course of curriculum reform: (1) clarifying the purpose of teacher development. (2) establishing a group of "partner symbiotic" groups to ensure teachers'"right to speak in curriculum" (3) based on kindergarten based teacher training.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G612

【引证文献】