幼儿园教师集体课程审议的个案研究

发布时间：2018-04-10 21:50

本文选题：幼儿园 + 教师　；参考：《东北师范大学》2009年硕士论文

【摘要】： 教师与课程是教育过程中两个根本性的、具有决定性作用的因素。随着课程理念的变革和课程改革的推进,课程研究范式也由课程研究向教师研究转换。课程不仅仅只存在于“文本”中成为知识的载体,也包含了教师、学生等“人”的因素。在课程研究范式强调“人”的因素的影响下,教师在课程中的地位和作用也发生了很大的变化。新课程理念的开放性和园本课程开发都迫切要求教师融入到课程变革的进程中,转变教师角色,由单一的课程的实施者转变为课程的开发者、决策者和创造者。 2001年颁布的《幼儿园教育指导纲要(试行)》为我国幼儿园课程改革和幼儿园课程开发提供了思想支持。幼儿园课程没有国家统一的课程标准,因此为幼儿园园本课程开发和教师参与课程提供了更为广阔的空间。为保证园本课程的方向性和深入化,需要集结教师群体智慧,采用审议的方式解决课程开发和实践中的问题。教师集体课程审议面向具体情境中的课程实践,寻求的是“我们应该做什么”以及“我们应该怎么做”,审议后的课程提高了课程的适宜性,教师的实践知识也在审议中得到检验和提高。本研究采用个案研究法,选取两所不同类型的幼儿园,通过深入幼儿园教师课程审议实践,分析幼儿教师集体课程审议的基本状况及特点;揭示影响教师集体课程审议的因素,并在此基础上提出促进教师集体课程审议发展之策略。本文主要包括五大部分: 第一部分导论,主要介绍研究缘起、研究目的与问题,研究意义。第二部分文献综述,对课程审议、幼儿园课程审议以及幼儿教师集体课程审议等相关问题进行归纳和梳理。第三部分研究对象与方法,主要包括研究方法的选择、研究对象的选取、资料的搜集、分析与整理、研究的效度和伦理问题。第四部分个案研究,主要是A、B两所幼儿园教师集体审议的个案呈现。第五部分结论与建议,主要分析教师集体审议的特点,揭示影响教师集体课程审议的各方面因素,并提出相应的建议。
[Abstract]:Teacher and curriculum are two fundamental and decisive factors in the process of education.With the reform of curriculum concept and the advancement of curriculum reform, the paradigm of curriculum research has also changed from curriculum research to teacher research.Curriculum not only exists in text as a carrier of knowledge, but also includes teachers and students.Under the influence of curriculum research paradigm emphasizing "human", the position and role of teachers in the curriculum have also changed greatly.The openness of the new curriculum and the development of the curriculum urgently require teachers to integrate into the process of curriculum reform and change the role of teachers from the implementers of a single curriculum to the developers decision makers and creators of the curriculum.The guidelines for Kindergarten Education (trial) issued in 2001 provide ideological support for the curriculum reform and curriculum development of kindergartens in China.Kindergarten curriculum has no unified national curriculum standard, so it provides a broader space for kindergarten curriculum development and teachers to participate in the curriculum.In order to ensure the orientation and deepening of the curriculum, it is necessary to pool the wisdom of teachers and solve the problems in curriculum development and practice by means of deliberation.Teachers' collective curriculum reviews curriculum practice in specific situations and seeks "what should we do" and "what should we do". The curriculum after review improves the suitability of the curriculum.Teachers' practical knowledge has also been examined and improved.This research adopts the case study method, selects two different kinds of kindergartens, through the thorough kindergarten teacher curriculum deliberation practice, analyzes the kindergarten teacher collective curriculum deliberation basic condition and the characteristic, reveals the influence teacher collective curriculum deliberation factor,On the basis of this, the author puts forward some strategies to promote the development of teacher collective curriculum.This paper mainly includes five parts:The first part of the introduction, mainly introduces the origin of the research, research purposes and problems, research significance.The second part is literature review, including curriculum review, kindergarten curriculum review and kindergarten teachers' collective curriculum review.The third part mainly includes the choice of research methods, the selection of research objects, the collection, analysis and arrangement of data, the validity of research and ethical issues.The fourth part of the case study, mainly the case of two kindergarten teachers group examination.The fifth part of the conclusions and recommendations, mainly analyzes the characteristics of teachers' collective review, reveals the factors that affect teachers' collective curriculum review, and puts forward corresponding suggestions.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612

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