广东省幼儿园特色课程现状与问题研究

发布时间：2018-04-23 07:29

本文选题：幼儿园特色课程 + 幼儿园特色课程建设　；参考：《广州大学》2017年硕士论文

【摘要】：幼儿园特色课程是优质的幼儿园参照园本教育理念和教育目标,组织优秀的师资团队,依据本园的教育经验和课程开发能力,以幼儿为本,着眼于幼儿全面和谐发展,满足幼儿的兴趣与个性化需求,并依托幼儿、教师、家长、社区及课程专家的优势,充分挖掘园内外课程文化资源,最终形成的在内容和形式上具有独特性和影响力的一套优秀的特色课程体系。幼儿园特色课程建设既促进幼儿的全面发展,同时也提升了幼儿教师的专业化发展,最终促进幼儿园的特色发展。本研究通过对已有相关文献进行梳理,厘清确定了幼儿园特色课程建设的理论基础;通过问卷调查,对广东省21个地级市的幼儿园园长与教师进行了特色课程建设现状的调查;通过访谈法与案例分析,进一步了解幼儿园特色课程建设的实践状况,并深入探究幼儿园特色课程建设存在的主要问题及原因剖析,最后为广东省幼儿园特色课程建设提出了思考与建议。研究发现,大多数幼儿园认为有必要建设特色课程,但不同性质、不同地区幼儿园对特色课程内涵理解有显著差异,许多幼儿园不认可特色课程能作为衡量办园水平与教育质量的标准;理想的特色课程应先是有益于幼儿的全面发展,且促进幼儿的发展是建设的主要动因;特色课程类型多样,以“艺术类”居多,“科技类”最少,不同性质、不同地区幼儿园在其他特色类型上有显著差异;特色课程建设时间主要集中在“3年以下”,研究起步比较晚;促进幼儿全面发展是实施的重点,改变教师观念是建设的重点;特色课程建设的自主性明显不足;“教研交流”是主要的培训方式,并以“每周一次”为主;特色课程注重对“特色课程体系”与“特色课程实施”的管理,忽视对特色资源的管理,对地域文化资源的开发利用不足;注重加强培训,提升教师课程设计和教学能力,但对教师科研能力和课程资源开发能力重视不够,也忽视对家长、社区资源以及幼儿园文化构建的管理;观察法是较常用来评价效果的方法,特色课程建设效果“比较理想”,而“更好地促进幼儿的发展”效果体现最明显;大多数教师“较认同”建设特色课程,且民办园教师的认可度高于公办园;“缺乏专家指导”、“缺乏相关理论”、“缺乏上级教育部门的支持”是建设中的最主要困难,因而“有关专家的指导及培训相关的理论”是最迫切需要的帮助。针对广东省幼儿园特色课程的建设现状,并对存在问题的讨论、分析,本研究提出了以下建议:规范完善幼儿园特色课程建设体系;实行均衡扶持,强化政策环境建设;激发教师建设动机,扎实教师理论基础,多形式提高建设能力;鼓励专业力量介入,综合建立优质的特色资源库;构建民主、和谐的幼儿园文化,营造良好的建设氛围;建设多渠道的特色课程分享交流平台。
[Abstract]:The characteristic curriculum of kindergarten is a kind of high-quality kindergarten with reference to the educational idea and goal of the kindergarten, and an excellent team of teachers is organized. According to the educational experience and the ability of curriculum development of the kindergarten, the kindergarten is focused on the all-round and harmonious development of the child. To meet the interests and individual needs of children, and rely on the advantages of children, teachers, parents, community and curriculum experts, fully tap the resources of curriculum culture in and out of the garden, The final formation of the content and form of a unique and influential set of outstanding characteristics of the curriculum system. The construction of kindergarten characteristic curriculum not only promotes the all-round development of children, but also promotes the professional development of kindergarten teachers, and finally promotes the characteristic development of kindergartens. By combing the relevant literature, this study clarifies the theoretical basis of kindergarten characteristic curriculum construction, and investigates the current situation of characteristic curriculum construction among kindergarten directors and teachers in 21 prefectural cities in Guangdong province by questionnaire survey. Through the method of interview and case analysis, we can further understand the practical situation of kindergarten characteristic curriculum construction, and probe into the main problems and reasons of kindergarten characteristic curriculum construction. At last, the author puts forward some thoughts and suggestions for the construction of characteristic curriculum of kindergarten in Guangdong province. It is found that most kindergartens think it is necessary to construct the characteristic curriculum, but there are significant differences in the connotation of characteristic curriculum in different kindergartens in different areas. Many kindergartens do not recognize the characteristic curriculum as the standard to measure the level of running the kindergarten and the quality of education; the ideal characteristic curriculum should be beneficial to the overall development of children, and promote the development of young children is the main motivation of the construction; Most of them are "art", "science and technology" are the least, different nature, there are significant differences in other characteristic types of kindergarten in different regions, the construction time of characteristic curriculum is mainly "less than 3 years", the research starts relatively late; Promoting the all-round development of children is the focus of implementation, changing teachers' concept is the focus of construction, the autonomy of characteristic curriculum construction is obviously insufficient, "teaching and research exchange" is the main training method, and "once a week" is the main training method. The characteristic curriculum pays attention to the management of "characteristic curriculum system" and "characteristic curriculum implementation", neglects the management of characteristic resources, and lacks the development and utilization of regional cultural resources, and emphasizes on strengthening training, improving teachers' curriculum design and teaching ability. However, teachers' scientific research ability and curriculum resource development ability are not paid enough attention to, and the management of parents, community resources and kindergarten culture construction is neglected, observation method is more often used to evaluate the effect, and the characteristic curriculum construction effect is "relatively ideal". The effect of "better promoting the development of young children" is the most obvious; most teachers "agree" with the construction of characteristic courses, and the acceptance of private kindergarten teachers is higher than that of public gardens; "lack of expert guidance" and "lack of relevant theories". "lack of support from higher education departments" is the main difficulty in the construction, so "the guidance of experts and related theories of training" is the most urgent need of help. In view of the present situation of characteristic curriculum construction in kindergartens in Guangdong Province and the discussion and analysis of existing problems, this study puts forward the following suggestions: standardizing and perfecting the construction system of characteristic curriculum in kindergartens, carrying out balanced support and strengthening the construction of policy environment; To stimulate the motivation of teacher construction, to strengthen the theoretical foundation of teachers, to improve the ability of construction in various forms; to encourage professional forces to intervene, to comprehensively establish a high-quality resource bank with characteristics, to build a democratic and harmonious kindergarten culture, and to create a good atmosphere for construction; Build a multi-channel characteristic course sharing exchange platform.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

【参考文献】