课程发展中的幼儿教师角色探析——解释现象学的视角

发布时间：2018-03-07 00:20

本文选题：课程开发　切入点：幼儿园课程开发　出处：《南京师范大学》2004年硕士论文　论文类型：学位论文

【摘要】：本研究以解释现象学为基础，通过研究者在幼儿园的亲身体验，对课程发展中幼儿教师角色之“实然”状态进行了描述，并探讨了影响课程发展中教师角色的部分因素。生活体验研究是本研究采用的主要方法。研究者以实习教师的身份参与了某省级示范幼儿园中班上学期的日常工作。研究者以解释现象学的视角描述了“高和矮”活动等一系列幼儿园主题探究性课程发展的过程，亲身体验了幼儿教师在当前的幼儿园课程开发中所承担的角色。通过描述幼儿教师在课程发展中的种种体验，，研究者揭示了现实中的教师角色与理想的教师角色的差距，并探讨了家长、园长、上级主管等与教师密切相关的其他社会角色对教师角色的影响。在分析了导致教师角色现实与理想产生距离的原因之后，研究者进一步提出了建立一个理想的教师角色构建的生态环境——“学习共同体”的设想。希望本研究可以进一步丰富我国学前教育的课程研究和教师研究，促进幼儿教师的专业成长，并对当前的幼儿园课程改革起到积极的推进作用。
[Abstract]:Based on the explanation of phenomenology, this study describes the "reality" state of the teacher's role in curriculum development through the researcher's personal experience in kindergarten, and probes into some factors that affect the teacher's role in curriculum development. The study of life experience is the main method used in this study. As an intern teacher, the researcher participated in the daily work of the middle class of a provincial model kindergarten during the semester. The researcher described "tall and short" from the perspective of phenomenology. "activities and a series of kindergarten thematic inquiry curriculum development processes, Through describing the experiences of kindergarten teachers in curriculum development, the researcher reveals the gap between teachers' roles in reality and ideal teachers' roles. The influences of other social roles, such as parents, garden directors and supervisors, on teachers' roles are discussed. After analyzing the causes of the distance between the reality and ideal of teachers' roles, Further, the researcher put forward the idea of establishing an ideal ecological environment of teacher's role-"learning community". It is hoped that this study can further enrich the curriculum research and teacher research of preschool education in China, promote the professional growth of preschool teachers, and play a positive role in the current curriculum reform of kindergartens.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G615

【引证文献】