一项课程改革在幼儿园层面推进过程的个案研究

发布时间：2018-05-09 00:00

本文选题：幼儿园层面 + 课程改革　；参考：《南京师范大学》2017年硕士论文

【摘要】：关于自上而下的课程改革有一种笼统的固有理论:教师的素质决定了改革成功与否。本研究试图通过梳理一所幼儿园改革一日活动安排、在本园推行“区域活动”的进程,更细致地揭示影响课程改革的复杂力量及其互动关系,深化幼儿园课程改革推进方式的认识和改革。本研究以质性访谈法为主、观察法为辅,收集了与此改革进程有关的园长、教师和专家各方的大量资料,得到以下发现:为了贯彻与响应上级政策命令及“课程游戏化”精神,个案幼儿园打破旧有状态,进行了以区域活动为中心的一日活动调整。由于园内管理层对行政要求及改革愿景领会的似是而非,权威型领导方式以及在推行中提供诸如讲座、观摩研讨等支持的低效性和教师层在改革中缺乏主动性与反思的能力,导致教师在实际推行过程中简单的将“课程”理解为“集体课”,将“把课程融入区域活动”简单理解为“把课放到区域活动中上”,不同教师对待区域活动的迥异态度透露了教师对改革理解的程度。园内管理层与教师层双方力量未能协力处理改革中出现的种种问题,使得集体活动再次回归一日活动的中心地位,并坚信此种调整是对行政要求的执行与课程游戏化的正确解读。透过个案幼儿园对课程改革的推进过程,揭示出一项改革在实践层面阻力重重及推进地艰难,其中最为致命的是改革精神在踏进幼儿园之门那一刻即被误解与扭曲,而纠正则需以教师在改革中的焦虑、沮丧等痛苦体验与牺牲幼儿的发展为代价。基于此,研究者提出,一项自上而下的课程改革在幼儿园层面的有效推进必须以愿景的充分分享为前提;以信任关系的建立,学习共同体的建构为条件。
[Abstract]:There is a general theory about top-down curriculum reform: the quality of teachers determines the success of the reform. This study attempts to introduce the process of "regional activities" in a kindergarten by combing the arrangement of a kindergarten's reform activities, and to reveal in more detail the complex forces that affect the curriculum reform and their interaction. Deepen the understanding and reform of kindergarten curriculum reform. This study is based on qualitative interview method, supplemented by observation method, collects a lot of data from the heads, teachers and experts concerned with the reform process, and finds the following findings: in order to carry out and respond to the policy orders of higher authorities and the spirit of "curriculum gameplay", The case kindergarten broke the old state and carried out a day-long activity adjustment centered on regional activities. Due to the paradoxical understanding of the administrative requirements and reform vision of the management in the garden, the authoritative leadership style, the inefficiency of providing support such as lectures, observation and discussion, and the lack of initiative and introspection of the teachers in the reform, As a result, teachers simply understand "curriculum" as "collective class" and "integrate curriculum into regional activities" as "putting lessons into regional activities". The different attitudes of different teachers towards regional activities reveal the degree of teachers' understanding of the reform. The strength of the management and teachers in the garden failed to work together to deal with the problems that had arisen in the reform, so that the collective activities returned to the centrality of the one-day activities once again. And firmly believe that this adjustment is the implementation of administrative requirements and the correct interpretation of curriculum gaming. Through the process of pushing forward the curriculum reform in the case kindergarten, it reveals that a reform has many obstacles and difficulties in practice, and the most fatal one is that the spirit of reform was misunderstood and distorted at the moment when the kindergarten entered the door of kindergarten. However, correction should be done at the expense of teachers' anxiety and frustration in reform and at the expense of children's development. Based on this, the researcher proposes that the effective promotion of a top-down curriculum reform at the kindergarten level must be based on the full sharing of vision, the establishment of trust relationship and the construction of learning community.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G612

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