伦理视野下的幼儿园教师非正式性评价研究

发布时间：2018-07-03 07:57

本文选题：非正式性评价 + 幼儿园教师　；参考：《浙江师范大学》2016年硕士论文

【摘要】：英国教育哲学家彼得斯提出,教育的两大标准为：一是传授有价值的东西,二是以合乎道德的方式进行。幼儿园教师对幼儿的非正式性评价无疑是实施学前教育的重要方式,教师的评价会影响幼儿自我概念的获得和保持,也能决定幼儿的自我认同感。因此,探求幼儿园教师对幼儿的非正式性评价是否合乎道德是具有意义的。在幼儿园的一日生活中,存在许多教师无法预料的情境,在教师“措手不及”的状态下对幼儿言语的和非言语的反馈中可以体现出教师的儿童观、教育观、价值观和积淀的教育功底,同时也可以反映出幼儿园教师的伦理操守水平。本文致力于站在伦理的视野去看待儿园教师的非正式性评价,论文的总体框架为：首先阐发非正式性评价的含义、特点和理论基础,然后阐述其伦理意蕴,并呈现幼儿园教师非正式性评价出现伦理问题的具体表现、危害及背后的原因,最后提出伦理视野下幼儿园教师非正式性评价的提升策略。具体研究思路如下：第一部分是绪论,主要呈现的是研究的具体问题及其背景、国内外相关的研究综述、研究的理论和实践意义、研究路径与方法的详细说明。站在伦理的视野审视幼儿园教师如何评价幼儿能真实反映教师的专业伦理素养,影响幼儿发展和成长,同时非正式性评价伦理失范的客观现实也促使笔者做此研究。第二部分是对幼儿园教师非正式性评价的具体介绍,分别从其内涵、与正式性评价的区别、特性和理论基础入手。理论基础包括了幼儿的心理发展特点理论,加德纳的多元智能理论,教育评价的人类学取向理论,伦理学相关理论。主要目的是想让这种评价方式被广泛地认识并应用。第三部分是论述幼儿园教师非正式性评价的伦理意蕴。研究者从其能反映师幼人伦关系、可以体现教师伦理素养、与伦理具有一致目标三个方面解释了幼儿园教师非正式性评价为什么可以从伦理的视野进行分析。第四部分呈现了一些幼儿园教师非正式性评价伦理失范的典型案例,这些案例揭示了教师在评价幼儿的过程中的问题：评价幼儿表现好坏的观念不合理；冷落幼儿身心需求；轻视幼儿自由权利；对幼儿的评价缺乏公正态度；对幼儿要求过于严苛。这带来的危害是导致幼儿价值观错位：造成幼儿自我认知的偏差；致使幼儿对外界的信任感缺失。第五部分是对前面部分案例中出现的问题进行原因分析和探讨,主要有：教师对非正式性评价及其给幼儿带来的负效应认识不足、保守的幼儿发展观、对幼儿的“话语霸权”和缺乏专业伦理的敏感性,同时幼儿园忽视人文关怀和专业伦理氛围。第六部分根据原因分析提出了改进幼儿园教师非正式性评价策略的思考：第一是提出一个伦理视野下的实践构想：分别从关怀、尊重、公正、宽容五个方面对教师的评价行为提出了伦理视野下的期待和呼吁。第二是教师要加强对自身评价行为的反思、树立幼儿为本的教育发展观、构建师幼平等对话以及习得专业伦理素养。第三是幼儿园则要致力于营造伦理关怀型的环境氛围,稳定幼儿园教师的心理状态。
[Abstract]:The British educational philosopher Peters proposed that the two major standards of education are: one is to impart valuable things and two in a moral manner. The informal evaluation of preschool teachers is undoubtedly an important way to implement preschool education, and the evaluation of teachers will affect the acquisition and maintenance of young children's self-concept, and it can also determine young children. Therefore, it is meaningful to find out whether the kindergarten teachers' informal evaluation of children is moral. In the day of the kindergarten, there are many situations that teachers can't anticipate. In the condition of the teacher's "unprepared" state, the teacher's view of children can be reflected in the speech and nonverbal feedback of the children. The concept of education, values and accumulation of education can also reflect the ethics level of kindergarten teachers. This article is devoted to view the informal evaluation of kindergarten teachers from the perspective of ethics. The overall framework of this paper is to elucidate the meaning, characteristics and theoretical basis of the informal evaluation, and then explain its ethical meaning. It also presents the specific performance of the kindergarten teachers' informal evaluation of ethical problems, the harm and the reasons behind it. Finally, it puts forward the promotion strategy of the informal evaluation of kindergarten teachers under the ethical perspective. The concrete research ideas are as follows: the first part is the introduction, which mainly presents the specific problems and background of the study, and the relevant domestic and foreign related issues. The research review, the theoretical and practical significance of the study, the detailed explanation of the research path and method. The two part is a specific introduction to the informal evaluation of kindergarten teachers from its connotation, the difference from the formal evaluation, the characteristics and the theoretical basis. The theoretical basis includes the theory of the children's psychological development, Gardiner's theory of multiple intelligences, the theory of humanoid orientation in education evaluation, and the theory of ethics. The main purpose of this paper is the theory of ethics. The third part is to discuss the ethical implications of the informal evaluation of kindergarten teachers. The researcher explains why the informal evaluation of kindergarten teachers can be from three aspects, which can reflect the relationship between teachers and children, reflect the ethical literacy of teachers and have a consistent goal with ethics. The fourth part presents some typical cases of kindergarten teachers' informal evaluation of ethical anomie. These cases reveal the teachers' problems in evaluating young children: the idea of evaluating children's performance is not reasonable, the needs of children are ignored, the rights of children are despised, and the evaluation of young children is lacking. The fifth part is the reason analysis and discussion of the problems in the previous cases. The main reasons are: the teachers' informal evaluation and the analysis of the problems in the previous cases. The negative effects brought to children are insufficient, the conservative concept of infant development, the "discourse hegemony" and the lack of professional ethics, and the neglect of humanistic care and professional ethical atmosphere in the kindergarten. The sixth part puts forward the thinking of improving the informal evaluation strategy of kindergarten teachers according to the reasons. The first is to put forward. A concept of practice from an ethical perspective: the expectation and appeal for teachers' evaluation behavior from five aspects of care, respect, justice and tolerance are put forward. Second, teachers should strengthen their reflection on their own evaluation behavior, set up a concept of education development for children, build an equal dialogue between teachers and children, and acquire professional ethics. Third, kindergartens should strive to create an environment of caring atmosphere and stabilize the mental state of kindergarten teachers.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G615

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