农村幼儿园混龄教育个案研究
发布时间：2019-06-04 01:59
【摘要】： 随着对混龄教育价值的认识,混龄教育在世界范围内受到重视,很多研究者认为混龄教育与同龄教育相比,更有利于儿童社会性、认知、情感等多方面的发展。随着我国独生子女政策的实行,独生子女增多,他们的社会性等多方面发展遇到一些问题,这一点引起了教育界的关注,普遍认为混龄教育可以一定程度上弥补这方面的缺陷,因此一些幼儿园也主动或被动地采用了混龄编班这一教育模式。我国农村幼儿园存在大量的混龄教育,但由于国情特殊,农村和城市差距很大。如果农村幼儿园混龄教育实施可以发挥混龄教育应有的价值,会更加有利于广大农村幼儿的发展,甚至对整个学前教育也是一个贡献。然而农村幼儿园混龄教育的状况如何,却很少有研究者涉足。 本研究抽取了河南省潢川县混龄教育的三所幼儿园作为研究对象,通过文献整理并结合观察法、访谈法,分别对三所幼儿园的混龄教育情况加以调查研究,研究发现农村幼儿园从事混龄教育有其难言的苦衷,而且教师和家长的教育观念落后,教师专业素质不高,幼儿园教育呈现明显小学化,在师幼互动中教师的行为不能很好地促进幼儿之间互动,使混龄教育的价值得不到充分体现。农村幼儿园混龄教育存在诸多困难的原因,主要与教育观念落后和社会对农村幼儿园混龄教育认识和支持不足有很大关系。建议通过转变观念、教育培训和教研活动及发挥示范园的模范带头作用提高教师的专业素质,并加大政府的支持力度,注重家园合作,从而使广大农村幼儿园混龄教育得到良好发展。
[Abstract]:With the understanding of the value of mixed age education, mixed age education has been paid attention to all over the world. Many researchers believe that mixed age education is more conducive to the development of children's sociality, cognition, emotion and so on than the same age education. With the implementation of the one-child policy in our country, the number of only children has increased, and their social development has encountered some problems, which has attracted the attention of the educational circles. It is generally believed that mixed age education can make up for this defect to a certain extent. Therefore, some kindergartens also actively or passively adopt the education model of mixed age classes. There are a large number of mixed age education in rural kindergartens in China, but because of the special national conditions, the gap between rural and urban areas is very large. If the implementation of mixed age education in rural kindergartens can give full play to the value of mixed age education, it will be more conducive to the development of rural children, and even contribute to the whole preschool education. However, there are few researchers involved in the mixed age education in rural kindergartens. In this study, three kindergartens of mixed age education in Huangchuan County, Henan Province were selected as the research objects, and the mixed age education of the three kindergartens was investigated and studied by means of literature collation, observation and interview. The study found that the rural kindergarten engaged in mixed age education has its own difficult reasons, and the educational concept of teachers and parents is backward, the professional quality of teachers is not high, kindergarten education presents obvious primary education. In the interaction between teachers and children, teachers' behavior can not promote the interaction between young children, so that the value of mixed age education can not be fully reflected. There are many difficult reasons for the mixed age education in rural kindergartens, which is mainly related to the backward educational concept and the lack of social understanding and support for the mixed age education in rural kindergartens. It is suggested that the professional quality of teachers should be improved by changing concepts, education and training, teaching and research activities, and giving full play to the exemplary leading role of demonstration parks, and that the support of the government should be strengthened and attention should be paid to home cooperation. As a result, the mixed age education in rural kindergartens has been well developed.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612
本文编号：2492390
[Abstract]:With the understanding of the value of mixed age education, mixed age education has been paid attention to all over the world. Many researchers believe that mixed age education is more conducive to the development of children's sociality, cognition, emotion and so on than the same age education. With the implementation of the one-child policy in our country, the number of only children has increased, and their social development has encountered some problems, which has attracted the attention of the educational circles. It is generally believed that mixed age education can make up for this defect to a certain extent. Therefore, some kindergartens also actively or passively adopt the education model of mixed age classes. There are a large number of mixed age education in rural kindergartens in China, but because of the special national conditions, the gap between rural and urban areas is very large. If the implementation of mixed age education in rural kindergartens can give full play to the value of mixed age education, it will be more conducive to the development of rural children, and even contribute to the whole preschool education. However, there are few researchers involved in the mixed age education in rural kindergartens. In this study, three kindergartens of mixed age education in Huangchuan County, Henan Province were selected as the research objects, and the mixed age education of the three kindergartens was investigated and studied by means of literature collation, observation and interview. The study found that the rural kindergarten engaged in mixed age education has its own difficult reasons, and the educational concept of teachers and parents is backward, the professional quality of teachers is not high, kindergarten education presents obvious primary education. In the interaction between teachers and children, teachers' behavior can not promote the interaction between young children, so that the value of mixed age education can not be fully reflected. There are many difficult reasons for the mixed age education in rural kindergartens, which is mainly related to the backward educational concept and the lack of social understanding and support for the mixed age education in rural kindergartens. It is suggested that the professional quality of teachers should be improved by changing concepts, education and training, teaching and research activities, and giving full play to the exemplary leading role of demonstration parks, and that the support of the government should be strengthened and attention should be paid to home cooperation. As a result, the mixed age education in rural kindergartens has been well developed.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G612
【引证文献】
相关硕士学位论文 前3条
1 成洁萍;混龄教育促进幼儿社会性发展研究[D];山东师范大学;2011年
2 史文秀;中小学布局调整背景下西北农村幼儿教育事业发展的案例研究[D];西北师范大学;2011年
3 沈吟;混龄教育过程考察[D];南京师范大学;2011年
，本文编号：2492390
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