幼儿教师的教育公正观研究

发布时间：2018-03-18 12:05

本文选题：教育公正　切入点：教学策略　出处：《华东师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 目前教育公平问题是教育研究中的一个热点,但以往的研究比较少关注课堂教学过程中的公平问题。本研究认为,课堂教学实践作为教师的一种伦理实践,讨论课堂教学过程中的公平实则涉及的是教育公正问题,即教师对教育公正的了解和认识反映在了教师的教学实践上。以往很少有研究从教师的角度来谈论教育公正,特别是分析教师自身的教育公正观如何影响着他们的教学实践。为此,本研究尝试从女性主义和关怀伦理学的角度来揭示以女性为主的幼儿教师群体对教育公正问题的理解,探索如何从内部和外部为幼儿教师提供各种支持,以帮助他们形成以教育公正观为核心的、科学合理的教育教学观,用以有效指导他们的专业实践,促进其专业发展。本研究首先对长期以来常被人们所混淆和误解的“教育公正”和“教育公平”两大概念进行辨析,指出教育公正实则为教育公平的伦理价值核心,教育公正本身是教育公平的终极追求;教育公正的最终实现大致要经历从形式平等到总体公平再到内在正义等几个不同的发展层次和过程。其次,研究梳理了目前有关教育公正问题研究的现状,并分析教育公正问题在教学实践领域的种种表现,认为幼儿教师拥有的教育公正观会转化为一定的显性或隐性的教育资源或实践,对儿童的成长、教师自身的教学实践和专业发展产生重要影响。第三,通过对目前幼儿教师的教育公正观进行问卷调查,并在此基础上结合了访谈、课堂观察等方式,总结了目前幼儿教师的教育公正观现状,发现幼儿教师的教育公正观带有明显的女性道德思维特点。最后,基于本研究对教育公正内涵的把握,以及调查分析后的结论,从改善幼儿教师的专业成长环境,以及加强教师教育过程中的教学伦理教育等方面出发,为促使幼儿教师形成更为合理、科学的教育公正观提供相关建议。
[Abstract]:At present, the issue of educational fairness is a hot topic in educational research, but previous studies have paid less attention to the issue of equity in the course of classroom teaching. This study holds that classroom teaching practice is a kind of ethical practice of teachers. The discussion of fairness in classroom teaching involves the issue of educational justice, that is, teachers' understanding and understanding of educational justice is reflected in teachers' teaching practice. In the past, few studies have talked about educational justice from the perspective of teachers. In particular, the author analyzes how teachers' view of educational justice influences their teaching practice. Therefore, this study attempts to reveal the understanding of the problem of educational justice by the female-dominated group of preschool teachers from the perspective of feminism and caring ethics. This paper explores how to provide all kinds of support for preschool teachers from inside and outside in order to help them to form a scientific and reasonable educational teaching view with the view of educational justice as the core, in order to effectively guide their professional practice and promote their professional development. This study first analyzes the two concepts of "educational justice" and "educational fairness", which are often confused and misunderstood by people for a long time, and points out that educational justice is the core of the ethical value of educational fairness. Educational justice itself is the ultimate pursuit of educational justice, and the ultimate realization of educational justice must go through several different development levels and processes from formal equality to overall equity and then to internal justice. Secondly, the study combs the current situation of the research on the issue of educational justice, and analyzes the various manifestations of the problem of educational justice in the field of teaching practice. It is believed that the concept of educational justice owned by preschool teachers will be transformed into explicit or implicit educational resources or practices, which will have an important impact on the growth of children, teachers' own teaching practice and professional development. Thirdly, through the questionnaire survey of preschool teachers' view of educational justice, and combined with interview and classroom observation, this paper summarizes the present situation of preschool teachers' view of educational justice. It is found that the concept of educational justice of preschool teachers has obvious characteristics of female moral thinking. Finally, based on the understanding of the connotation of educational justice and the conclusion of the investigation and analysis, the author starts from the aspects of improving the professional growth environment of preschool teachers and strengthening the teaching ethics education in the process of teacher education. In order to promote infant teachers to form a more reasonable, scientific concept of educational justice to provide relevant advice.
【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】