幼儿教师课程改革认同现状研究

发布时间：2018-12-16 22:56

【摘要】： 美国课程专家塞纳认为,课程是一幢建筑的设计图纸,教师是具体的施工者;课程是一场球赛的方案,教师是球赛得以进行的球员;课程是一个乐谱,教师是作品的演奏者。实则,教师在课程改革中起着承上启下的作用,他们所面临的一系列问题和障碍会影响到课程改革的全局,因此,教师是课程改革的主体,是课程改革的主力军。当然,对于幼儿园课程改革来说也不例外,试想,如果没有幼儿教师在心理上的真诚认可和接受,没有幼儿教师在行为上的主动配合和积极参与,没有幼儿教师内在的变革动力,没有幼儿教师的真才实学,幼儿园课程改革会是什么结果呢?自从新《纲要》的颁布,我国幼儿园课程改革进入了一个崭新的阶段,课程改革对教师提出了前所未有的要求和挑战,新的理念不仅要求教师成为课程的探索着、课程的开发者、孩子的支持者、还要求教师的专业化发展。那么幼儿教师是否认同这一改革的意图呢?本研究旨在通过部分幼儿园就幼儿园课程改革认同情况的调查,了解当前幼儿教师对幼儿园课程改革的真实态度,进而从课程本身、教师和外部支持三个方面探讨影响幼儿教师的因素,并就如何增强幼儿教师对课程改革的认同提出建议。本研究认为,幼儿教师对幼儿园课程改革的认同从宏观上来看,教师的认同感普遍较高,但从微观上看,教师对幼儿园课程改革的认同感仅仅是一种消极认同,也就是被迫认同。具体表现在:态度——漠然;行为意向——依样画葫芦;成本效益——心有余而力不足;实用性——理想与现实的冲突;园内支持——硬件充分,软件不足;园外支持——孤立无援,自找出路。而对于形成这种认同状况的原因分析,本研究认为,从课程自身来看,主要存在课程理念、模式的外来性,使课程实践犹如空中楼阁;现行的课程理念重理论轻实践;幼儿课程研究与教师专业成长研究两张皮;对幼儿教师理论、实践指导不够等原因。从教师本身来看,课程意识淡薄甚至缺失;教学研究能力较差;知识缺失的心理压力;习惯的惰性;教师的年龄结构不合理等原因。从外部支持来看,课程改革所倡导理念与幼儿家长“知识本位”的教育观相冲突;缺乏高校附设的学前教育系及学前教育专业的合作和支持;幼儿园缺乏研究氛围等原因。要改变这种现状,笔者认为:应该争取社会、家长的支持,彻底转变教师的课程意识;加强教师教育:减轻教师的心理焦虑,认可教师的教育行为。
[Abstract]:According to the American curriculum expert Senna, the curriculum is the design drawing of a building, the teacher is the concrete constructor; the curriculum is the plan of a ball game, and the teacher is the player who can carry out the game; the curriculum is a music score, and the teacher is the performer of the work. In fact, teachers play an important role in curriculum reform. They face a series of problems and obstacles that will affect the overall situation of curriculum reform. Therefore, teachers are the main body of curriculum reform and the main force of curriculum reform. Of course, there is no exception to kindergarten curriculum reform. Imagine that without the sincere recognition and acceptance of preschool teachers in their psychology, and without their active cooperation and active participation in their behavior, What is the result of kindergarten curriculum reform if there is no intrinsic motive force of change for kindergarten teachers and no real learning of kindergarten teachers? Since the promulgation of the new outline, kindergarten curriculum reform in China has entered a new stage. The curriculum reform has put forward unprecedented requirements and challenges to teachers. The new concept not only requires teachers to become curriculum exploration, The developers of the curriculum, the child's supporters, also require the professional development of teachers. Do kindergarten teachers agree with the intention of this reform? The purpose of this study is to find out the real attitude of kindergarten teachers towards kindergarten curriculum reform by investigating the identity of kindergarten curriculum reform in some kindergartens, and then from the curriculum itself. Teachers and external support explore the factors that affect preschool teachers, and give some suggestions on how to strengthen the identity of preschool teachers to curriculum reform. This study holds that teachers' identity to kindergarten curriculum reform is generally high from a macro perspective, but from a micro perspective, teachers' identity to kindergarten curriculum reform is only a negative one. That is to say, they are forced to identify. The concrete manifestation is: attitude-indifference; behavior intention-drawing gourd according to the sample; cost benefit-more than enough effort; practicability-conflict between ideal and reality; support in the garden-sufficient hardware, insufficient software; Support outside the garden-isolated, find its own way out. In view of the curriculum itself, there is the extraneous nature of the curriculum idea and mode, which makes the curriculum practice like a castle in the air. The research of preschool curriculum and teacher's professional growth is not enough for the theory of preschool teacher. From the teacher's own point of view, the curriculum consciousness is weak or even lacking; the teaching and research ability is poor; the psychological pressure of lack of knowledge; the inertia of habit; the age structure of teacher is unreasonable and so on. From the external support, the concept advocated by the curriculum reform conflicts with the "knowledge based" education view of the parents of young children; it lacks the cooperation and support of the pre-school education department and the preschool education specialty attached to the university; the kindergarten lacks the research atmosphere and so on. In order to change the present situation, the author thinks that we should win the support of society and parents, change teachers' curriculum consciousness thoroughly, strengthen teachers' education, reduce teachers' psychological anxiety and recognize teachers' educational behavior.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G615

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