幼儿园园本教研现状及提升策略

发布时间：2018-10-31 20:40

【摘要】：自《幼儿园教育指导纲要(试行)》颁布实施以来,学前教育课程改革的重点正悄然发生变化,人们从关注教师的“教学”转变为更多的去关注幼儿的“学习”。不容置疑,这种教学观念的改变对传统的教学研究模式提出了挑战,对教师的知识结构以及专业能力也提出了更高的要求。这就要求我们从关注教师的教学技能、研究教师的活动组织能力等方面转变过来,更多地去研究“教师如何帮助幼儿建构经验”,“怎样支持幼儿的自主学习”。强调扎根于幼儿园实际情况,去探索《纲要》背景下幼儿教师学习、工作、研究方式地变革。通过教学研究活动创新,做到教、学、研一体化,建构一种基于行动的园本教研新模式,从而促进幼儿园、教师和儿童的整体发展。目前,虽然全国多数地区、大部分幼儿园都在大力倡导园本教研,但能借鉴的相关经验依然很少。通过资料检索,仅能查阅到相关部门在推进“园本教研实践项目”中的一部分会议综述和经验交流,更多是基层幼儿园从实践层面总结的关于开展“园本教研”的经验和案例,专门的理论研究更是薄弱。本论文试图从梳理园本教研相关理论入手,分析园本教研产生的背景和发展历程。以某幼儿园开展的园本教研为研究对象,采用问卷调查和访谈的形式,对幼儿园园本教研的方案、过程、结果等方面展开调查,了解幼儿园园本教研的基本情况,分析取得的成效和存在的问题,并以基层幼儿园的视角提出构建“以园为本教研制度”、“园本教研研究共同体”等方面的建议,希望对幼儿园园本教研相关工作的推进提供依据。论文分为四个部分:第一部分:绪论。梳理园本教研产生的背景和发展历程,阐述开展“园本教研”的意义和原因。第二部分:运用问卷、访谈和现场观察等形式获得样本幼儿园大量的园本教研资料,并对调查资料展开统计分析,梳理和归纳,阐述样本幼儿园开展园本教研的现实情况和取得的初步成效。第三部分:从园本教研的价值取向、园本教研的专业引领、园本教研的评价激励机制等方面入手,分析样本幼儿园园本教研的过程、结果,剖析幼儿园园本教研存在的问题。第四部分:从确立“生态取向”的园本教研模式,形成培养“研究者”教师的专业发展范式,建立有实效的园本教研“研究共同体”等方面提出园本教研的发展建议。
[Abstract]:Since the promulgation and implementation of the guidelines for Kindergarten Education (trial), the emphasis of the curriculum reform of preschool education has been changing quietly, and people have changed from paying attention to teachers'"teaching" to paying more attention to children's "learning". There is no doubt that this change of teaching concept has challenged the traditional teaching research mode and put forward higher requirements for teachers' knowledge structure and professional ability. This requires us to change from paying attention to teachers' teaching skills and studying teachers' ability to organize their activities, and to study more "how teachers help young children to construct experience" and "how to support children's autonomous learning". Emphasis is placed on the actual situation of kindergarten, to explore the change of learning, work and research methods of preschool teachers under the background of "outline". Through the innovation of teaching and research activities, the integration of teaching, learning and research is achieved, and a new mode of activity-based teaching and research is constructed to promote the overall development of kindergartens, teachers and children. At present, although most kindergartens in most parts of the country are advocating teaching and research, but the relevant experience can still be used for reference. Through data retrieval, we can only refer to the summary and exchange of experiences of some conferences and experiences of the relevant departments in promoting the "Garden based Teaching and Research practice Project," and more are the experiences and cases of carrying out "garden based teaching and research" summarized from the practical level of grass-roots kindergartens. Special theoretical research is even weaker. This thesis tries to analyze the background and development process of garden-based teaching and research from combing relevant theories of garden-based teaching and research. Taking the kindergarten-based teaching and research in a kindergarten as the research object, the basic situation of kindergarten-based teaching and research was investigated in the form of questionnaire and interview, including the plan, process and result of kindergarten-based teaching and research This paper analyzes the achievements and existing problems, and puts forward some suggestions from the angle of view of the basic kindergarten, such as "the system of teaching and research based on the garden", "the community of teaching and research based on the garden", and so on. Hope to provide the basis for the kindergarten-based teaching and research related work. The paper is divided into four parts: the first part: introduction. Combing the background and development course of garden-based teaching and research, expounding the significance and reason of carrying out "garden-based teaching and research". The second part: the use of questionnaires, interviews and on-site observation to obtain a large number of sample kindergarten teaching and research materials, and the survey data for statistical analysis, combing and induction, This paper expounds the actual situation and preliminary results of developing the kindergarten-based teaching and research in the sample kindergartens. The third part: starting with the value orientation of the garden-based teaching and research, the professional guidance of the garden-based teaching and research, and the evaluation and incentive mechanism of the garden-based teaching and research, this paper analyzes the process and the results of the sample kindergarten-based teaching and research, and analyzes the problems existing in the kindergarten-based teaching and research The fourth part: from the establishment of "ecological orientation" based teaching and research mode, the formation of "researcher" teachers' professional development paradigm, the establishment of a practical garden based teaching and research "research community" and other aspects of the development of garden-based teaching and research proposals.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G617

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