甘肃省农村学前机构过程性教育质量研究
发布时间：2018-12-17 20:11
【摘要】：关注学前机构教育质量,是当代各国幼儿教育发展的一个重要趋势。当我国城市学前机构教育质量逐步提高时,广大农村地区的学前机构教育质量无论从管理水平、环境设置、还是教师素质等方面都与城市有明显的差距。“十五”期间,发展幼儿教育的重点在农村,难点也在农村,要实现幼儿教育的整体发展,不仅要让农村学前儿童得到平等的受教育机会,而且要让他们得到有质量保证的学前机构教育。对于学前机构教育质量而言,过程性质量对儿童发展的影响更为直接、更为重要,在甘肃省农村现有的物质条件下,要提高幼儿教育的质量,着眼点应放在过程性教育质量的提高上。 本研究采取目的性抽样的方法,以甘肃省兰州市、白银市、平凉市所下属的46所农村幼儿园(学前班)及其中的部分幼儿教师为主要研究对象,采用问卷调查、观察、访谈的研究方法,对农村学前机构过程性教育质量中的教师行为,幼儿园课程,学习环境,健康与安全,家园联系等几个因素进行了初步的分析和探讨。 研究发现:教师在教育过程中重知识技能的传授,轻情感社会性的培养;教师对儿童的管理批评多,表扬少;教师的教育观念滞后;教育行为比较刻板;幼儿园与家庭的合作与沟通不畅;幼儿园缺乏丰富的、富有刺激性的、安全的学习环境等。针对这些问题,研究者提出了一些提高甘肃省农村学前机构过程性教育质量的建议:1.师幼互动过程中“平等对话”关系的建立;2.提升游戏活动的地位,加强有目的的指导;3.关注班级内幼儿的个体差异性——混龄班教育;4.幼儿园课程要走进农村实际和幼儿生活;5.构建教师行为的外部支持系统。 只有发挥教育的合力,才能更好的提高甘肃省农村学前机构过程性教育质量,使甘肃省农村幼儿也享有高质量的幼儿教育,促使他们健康、活泼、生动的发展。
[Abstract]:Paying attention to the quality of preschool education is an important trend in the development of preschool education in contemporary countries. When the education quality of urban pre-school institutions in China is gradually improved, the quality of pre-school institutions in rural areas is obviously different from that of the cities in terms of management level, environment setting and teachers' quality. During the 10th Five-Year Plan period, the focus of the development of early childhood education is in rural areas, and the difficulty is also in rural areas. In order to achieve the overall development of early childhood education, it is not only necessary for rural pre-school children to have equal access to education, And get them a quality-assured pre-school education. As far as the quality of preschool education is concerned, the process quality has a more direct and more important impact on the development of children. Under the existing material conditions in the rural areas of Gansu Province, the quality of early childhood education should be improved. The focus should be on the improvement of the quality of process education. This study adopts the method of purposeful sampling, taking 46 rural kindergartens (preschool classes) and some preschool teachers in Lanzhou, Baiyin and Pingliang in Gansu Province as the main research objects, using questionnaire, observing, In this paper, the author makes a preliminary analysis and discussion on the teachers' behavior, kindergarten curriculum, learning environment, health and safety, and the connection of home and other factors in the process education quality of rural pre-school institutions. The study found that teachers pay more attention to the teaching of knowledge and skills than to the cultivation of emotion and sociality; teachers have more criticism of children's management and less praise; teachers' concept of education lags behind; The cooperation and communication between kindergarten and family is not smooth, and kindergarten lacks rich, stimulating and safe learning environment. In view of these problems, the researcher put forward some suggestions to improve the quality of process education in rural pre-school institutions in Gansu province: 1. The establishment of "equal dialogue" in the process of teacher-child interaction; 2. Enhance the status of game activities, strengthen purposeful guidance; 3. Pay attention to the individual difference of children in class-mixed age class education; 4. Kindergarten curriculum should enter the rural reality and infant life; 5. Construct the external support system of teacher behavior. Only by exerting the resultant force of education can we better improve the quality of process education in rural pre-school institutions in Gansu Province, so that rural children in Gansu Province also enjoy high quality early childhood education and promote their healthy, lively and vivid development.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.28
本文编号：2384741
[Abstract]:Paying attention to the quality of preschool education is an important trend in the development of preschool education in contemporary countries. When the education quality of urban pre-school institutions in China is gradually improved, the quality of pre-school institutions in rural areas is obviously different from that of the cities in terms of management level, environment setting and teachers' quality. During the 10th Five-Year Plan period, the focus of the development of early childhood education is in rural areas, and the difficulty is also in rural areas. In order to achieve the overall development of early childhood education, it is not only necessary for rural pre-school children to have equal access to education, And get them a quality-assured pre-school education. As far as the quality of preschool education is concerned, the process quality has a more direct and more important impact on the development of children. Under the existing material conditions in the rural areas of Gansu Province, the quality of early childhood education should be improved. The focus should be on the improvement of the quality of process education. This study adopts the method of purposeful sampling, taking 46 rural kindergartens (preschool classes) and some preschool teachers in Lanzhou, Baiyin and Pingliang in Gansu Province as the main research objects, using questionnaire, observing, In this paper, the author makes a preliminary analysis and discussion on the teachers' behavior, kindergarten curriculum, learning environment, health and safety, and the connection of home and other factors in the process education quality of rural pre-school institutions. The study found that teachers pay more attention to the teaching of knowledge and skills than to the cultivation of emotion and sociality; teachers have more criticism of children's management and less praise; teachers' concept of education lags behind; The cooperation and communication between kindergarten and family is not smooth, and kindergarten lacks rich, stimulating and safe learning environment. In view of these problems, the researcher put forward some suggestions to improve the quality of process education in rural pre-school institutions in Gansu province: 1. The establishment of "equal dialogue" in the process of teacher-child interaction; 2. Enhance the status of game activities, strengthen purposeful guidance; 3. Pay attention to the individual difference of children in class-mixed age class education; 4. Kindergarten curriculum should enter the rural reality and infant life; 5. Construct the external support system of teacher behavior. Only by exerting the resultant force of education can we better improve the quality of process education in rural pre-school institutions in Gansu Province, so that rural children in Gansu Province also enjoy high quality early childhood education and promote their healthy, lively and vivid development.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：G619.28
【引证文献】
相关硕士学位论文 前3条
1 胡妙;甘肃省贫困地区农村学前班发展困境与对策研究[D];西南大学;2011年
2 吴凡;农村幼教机构入学准备教育之研究[D];华中师范大学;2011年
3 辛倩玲;河北贫困三县农村留守幼儿教育问题研究[D];河北大学;2010年
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