上海城乡结合部与中心城区幼儿园园本教研特点的比较研究

发布时间：2018-12-13 23:28

【摘要】： 本研究基于社会变革背景下,随着城市的发展进程,大量外来人口涌入上海被郊区吸纳,中心区域持续向外扩张,形成了具有独特特征、结构及功能的典型地带——城乡结合部,该地区与中心城区在教育资源、人口成分、经济发展、文化观念等方面存在较大差异,外来人口子女涌入幼儿园,对教师和幼儿园教育提出新的挑战。同时,基于上海市幼儿园在第二期课程改革中已经进入了具体化的操作过程和实践阶段这一背景,园本教研成为教师发展的有效途径,但每个幼儿园的幼儿、教师、所处的环境都不相同,要解决的问题也不一样,因此本研究以上海城乡结合部和中心城区幼儿园的园本教研特点为切入点。园本教研所指的“研究”体现出地域特点、文化特点、必定受到不同地区的幼儿、教师的影响,这种研究不是追求科学主义的量化研究,不追求创建统一的模式,而更多的是一种教师所擅长的、基于多种实践情境的反思性叙事研究,因此,园本教研的研究结果的可信性不以能否经得起“重复性检验”或“统计学测量”来考察的,而是以这种教育研究是否能够解决教育实际问题来进行考量,也就是园本教研的结果的“可用性”即代表了它的“可信性”,因此本研究没有对两地区园本教研的结果进行差异性检验等量化处理也是基于这样的立场。本研究从上海市城乡结合部与中心城区分别选取三所幼儿园为研究对象,采用问卷法、访谈法、观察法、实物分析法为研究方法,对幼儿园园本教研的情况进行了面上调查和纵向跟踪观察,以两地区幼儿园园本教研的特点即独特之处为研究兴趣,概括出面上调查发现的差异,对纵向观察发现的特点进行了比较,即组织形式的单一性与多样性,具体内容的聚焦性与发散性,制度建设的反馈机制与保障机制,园长角色的沟通者与引领者,文化氛围的开始平等对话与成熟的民主氛围,外部支持的封闭变开放与有力外部支持。在此基础上,从幼儿、教师、区域环境三方面进行比较,分析形成两地区园本教研特点的原因,最后为园本教研提出发展建议,包括:为学前教育阶段的外来人口子女提供教育关怀;帮助城乡结合部幼儿园开展园本教研;倡导教育公平视角下的园本教研;园本教研中三对关系的协调;通过“叙事记录”反馈园本教研。期望为更好地开展园本教研提供理论参考和实践依据,为我国其他处于城市化进程中、位于城乡结合部的幼儿园开展园本教研提供参考。
[Abstract]:Based on the background of social change, with the development of the city, a large number of foreign population has been absorbed into the suburbs of Shanghai, and the central area continues to expand outwards, forming a unique feature. The typical area of structure and function is the combination of urban and rural areas. There are great differences between this area and the central city in educational resources, population composition, economic development, cultural concept, etc. New challenges to teachers and kindergarten education. At the same time, based on the background that Shanghai Kindergarten has entered the concrete operation process and practice stage in the second phase of curriculum reform, kindergarten based teaching and research has become an effective way for teachers to develop. The environment is different and the problems to be solved are different. Therefore, this study is based on the characteristics of kindergarten teaching and research in Shanghai urban and rural areas and central urban kindergartens. The "research" referred to by the Yuan-based Institute of Teaching and Research embodies the regional and cultural characteristics, and must be influenced by young children and teachers from different regions. This kind of research is not the pursuit of scientific quantitative research and does not seek to create a unified model. But it is a kind of reflective narrative research that teachers are good at, based on many practical situations. Therefore, the credibility of the research results is not examined by whether they can withstand the "repeatability test" or "statistical measurement". Rather, it is based on whether this kind of educational research can solve the practical problems of education, that is, the "usability" of the results of the teaching and research in the garden represents its "credibility." Therefore, this research does not carry on the difference test and so on quantification processing to the two regions' garden-based teaching and research results, is also based on this position. In this study, three kindergartens were selected from the urban and rural areas and the central city of Shanghai as the research objects. Questionnaire, interview, observation and physical analysis were used as the research methods. Based on the investigation and longitudinal observation of kindergarten teaching and research, this paper summarizes the differences found in the investigation, taking the characteristics of kindergarten teaching and research in the two regions as the research interest. The characteristics of longitudinal observation are compared, that is, the singularity and diversity of organization form, the focus and divergence of concrete content, the feedback mechanism and guarantee mechanism of system construction, the communicator and leader of the director of the garden. The cultural atmosphere begins with equal dialogue and mature democratic atmosphere, the external support is closed and open and the external support is powerful. On this basis, from three aspects of preschool children, teachers and regional environment, this paper analyzes the reasons for forming the characteristics of teaching and research in the two regions, and finally puts forward some suggestions for the development of the teaching and research in the garden. Including: providing educational care for the children of the foreign population in preschool education; To help kindergartens in urban and rural areas to carry out garden-based teaching and research; to advocate the teaching and research in the perspective of education equity; to coordinate the three pairs of relations in the teaching and research; to feed back the teaching and research based on garden through "narrative record". It is expected to provide theoretical and practical basis for better development of garden-based teaching and research, and provide reference for other kindergartens in the process of urbanization, located in urban and rural areas, to carry out garden-based teaching and research.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G617

【参考文献】