幼儿园教师课程决策研究

发布时间：2018-03-13 18:15

本文选题：幼儿园教师　切入点：课程决策　出处：《南京师范大学》2002年硕士论文　论文类型：学位论文

【摘要】： 伴随着社会民主化进程，教师在课程开发中的主体性地位逐步得到显现，具体表现在幼儿园课程决策层次中教师决策自主权的提升。幼儿园教师参与课程决策不仅推动了自下而上的幼儿园课程开发，而且有助于教师的专业化成长，并成为当前“园本课程”开发的基础。本文主要从理论和实践两个角度来探讨幼儿园教师的课程决策。理论视野中关于幼儿园教师课程决策分析，主要从三个方面入手：一、幼儿园教师课程决策是教师与决策情境相互作用的过程；二、幼儿园教师课程决策是一个有序的过程；三、幼儿园教师课程决策是指向课程设计、课程实施、课程评价等层面的决策过程。实践视野中关于幼儿园教师课程决策分析主要从情境性着手，分析教师与决策情境相互作用在特定时空中的特征。教师课程决策的情境性主要表现在相互作用的场景、具体作用内容及若干影响因素等方面。其中，场景是指教师课程决策发生的外部环境；具体作用内容是指教师与外部场景因素的具体影响过程；影响教师课程决策的因素则包括教师因素、幼儿园因素及社区、社会因素等。然而，理论视野分析与实践视野分析并非对立，幼儿园教师课程决策应是现实的决策情境分析与理论分析相伴随的过程。所以，本文认为，，幼儿园教师课程决策是理性与情境性相结合的决策过程。
[Abstract]:Along with the process of social democratization, the subjective position of teachers in curriculum development is gradually revealed. The participation of kindergarten teachers in curriculum decision-making not only promotes the bottom-up curriculum development, but also contributes to the professional growth of teachers. This paper mainly discusses the curriculum decision of kindergarten teachers from two angles of theory and practice. The analysis of curriculum decision of kindergarten teachers in the theoretical field of vision mainly starts from three aspects: first, Curriculum decision-making of kindergarten teachers is a process of interaction between teachers and decision-making situations; second, curriculum decision-making of kindergarten teachers is an orderly process; third, curriculum decision-making of kindergarten teachers is directed to curriculum design, curriculum implementation, Curriculum evaluation and other levels of decision-making process. Practical perspective on kindergarten teachers curriculum decision-making analysis mainly from the context, This paper analyzes the characteristics of the interaction between teachers and decision-making situations in a specific time and space. The situational characteristics of teacher curriculum decisions are mainly reflected in the interaction scenarios, specific contents and some influencing factors. The scene refers to the external environment in which the teacher's curriculum decision takes place; the concrete function content is the concrete process of the teacher and the external scene factor; the factors that affect the teacher's curriculum decision include the teacher factor, the kindergarten factor and the community. However, theoretical visual field analysis and practical visual field analysis are not in opposition. Kindergarten teachers' curriculum decision should be accompanied by realistic decision-making situation analysis and theoretical analysis. The curriculum decision of kindergarten teachers is a process of rational and situational decision-making.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2002
【分类号】：G615

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