从幼儿园课程的发展视角解读当前幼儿教师的专业化发展
发布时间：2018-07-24 11:13
【摘要】： 近年来,随着社会的发展和课程改革的深入,人们意识到幼儿园课程是幼儿教育改革的核心,但同时也更清楚的意识到教师的专业化发展是课程改革成功的一个关键因素。但就目前有关幼儿园课程发展与教师专业化发展的研究来看,主要是理论上面的研究,并且主要是研究中小学课程改革和教师专业化发展。而有关幼儿园课程改革和幼儿教师专业化的实践研究却很少。 基于以上的分析与思考,本文采用理论分析、个案研究、访谈等方式,呈现目前幼儿教师在教学实践中参与课程的发展现状,并通过对北京市中华女子幼儿园三位优秀幼儿教师的访谈,探讨课程发展中教师实现专业化发展的途径,力求达到理论与实践上的有机结合。 本研究首先从理论上阐述了幼儿园课程、幼儿园课程改革、幼儿教师专业化以及它们之间的关系。其次,通过对教学案例(火的故事、头发的故事、时钟的故事)的描述对教师参与课程发展进行了分析。通过对案例的分析、教师访谈的总结,本研究认为,教师要实现其专业发展,最有效的途径就是教师研究课程、参与课程,以课程发展为契机来促进自身的专业化发展。最后,本文对课程发展中教师实现专业化发展提出了一些建议:1、转变教育观念,树立专业形象;2、教师参与课程开发;3、教学活动形式多样化;4、突出“评价”的发展理念;5、园本培训为主要形式的教师在职培训。
[Abstract]:In recent years, with the development of society and the deepening of curriculum reform, people realize that kindergarten curriculum is the core of preschool education reform, but also more clearly realize that the professional development of teachers is a key factor for the success of curriculum reform. However, from the current research on kindergarten curriculum development and teachers' professional development, it is mainly the theoretical research, and the primary and secondary school curriculum reform and teacher professional development. However, there are few practical studies on kindergarten curriculum reform and preschool teacher specialization. Based on the above analysis and thinking, this paper uses theoretical analysis, case study, interviews and other methods to present the current situation of preschool teachers' participation in curriculum development in teaching practice. Through the interview with three excellent kindergarten teachers in Beijing, this paper probes into the ways for the teachers to realize the professional development in the course of curriculum development, in order to achieve the organic combination of theory and practice. Firstly, this study theoretically expounds kindergarten curriculum, kindergarten curriculum reform, preschool teacher specialization and their relationship. Secondly, teachers' participation in curriculum development is analyzed by describing teaching cases (fire story, hair story, clock story). Through the analysis of cases and the conclusion of teachers' interviews, this study holds that the most effective way for teachers to achieve their professional development is to study the curriculum, participate in the curriculum, and take the curriculum development as an opportunity to promote their own professional development. Finally, this paper puts forward some suggestions on how to realize the professional development of teachers in the course of curriculum development. Setting up a professional image, teachers participating in curriculum development, teaching activities in a variety of forms, highlighting the "evaluation" of the development of the concept of 5, garden based training as the main form of in-service training of teachers.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
本文编号：2141198
[Abstract]:In recent years, with the development of society and the deepening of curriculum reform, people realize that kindergarten curriculum is the core of preschool education reform, but also more clearly realize that the professional development of teachers is a key factor for the success of curriculum reform. However, from the current research on kindergarten curriculum development and teachers' professional development, it is mainly the theoretical research, and the primary and secondary school curriculum reform and teacher professional development. However, there are few practical studies on kindergarten curriculum reform and preschool teacher specialization. Based on the above analysis and thinking, this paper uses theoretical analysis, case study, interviews and other methods to present the current situation of preschool teachers' participation in curriculum development in teaching practice. Through the interview with three excellent kindergarten teachers in Beijing, this paper probes into the ways for the teachers to realize the professional development in the course of curriculum development, in order to achieve the organic combination of theory and practice. Firstly, this study theoretically expounds kindergarten curriculum, kindergarten curriculum reform, preschool teacher specialization and their relationship. Secondly, teachers' participation in curriculum development is analyzed by describing teaching cases (fire story, hair story, clock story). Through the analysis of cases and the conclusion of teachers' interviews, this study holds that the most effective way for teachers to achieve their professional development is to study the curriculum, participate in the curriculum, and take the curriculum development as an opportunity to promote their own professional development. Finally, this paper puts forward some suggestions on how to realize the professional development of teachers in the course of curriculum development. Setting up a professional image, teachers participating in curriculum development, teaching activities in a variety of forms, highlighting the "evaluation" of the development of the concept of 5, garden based training as the main form of in-service training of teachers.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G612
【引证文献】
相关硕士学位论文 前3条
1 孙丽影;幼儿教师课程权力个案研究[D];哈尔滨师范大学;2010年
2 米瑞芬;蒙古族幼儿园教师在课程资源开发中的专业发展研究[D];内蒙古师范大学;2010年
3 高娃;蒙古族幼儿舞蹈课程资源开发与利用研究[D];内蒙古师范大学;2012年
，本文编号：2141198
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