幼儿园教师课程建设能力发展的个案研究

发布时间：2018-11-14 21:21

【摘要】：本研究主要采用个案研究法对幼儿园教师的课程建设能力进行了较为深入的研究。主要研究内容包括:1.尝试进行教师课程建设能力的理论建构;2.呈现一位教师课程建设能力发展的情况,揭示其发展过程和发展路径;3.提出发展教师课程建设能力的建议。研究发现,观察分析能力、课程设计能力、活动组织能力、诊断评价能力和反思教学能力是幼儿园教师课程建设能力的核心要素,每一种能力都具有相对独立性,但又是相互依存的关系,具有实践性、发展性和灵活性的特点。此外,笔者较为完整地呈现了一位教师在课程游戏化背景下课程建设能力的发展过程,可以看出其课程建设能力呈“教师中心”向“儿童中心”转移的思维趋向,也预示着教师正在实现“课程实施者”向“课程建设者”的行为转向。具体表现为:教师不再窄化理解“观察”,具备初步的观察意识和能力,尝试对照《指南》解读幼儿的行为;也不再忠于“教材”,开始调整课程内容,发展起对一日生活、学习环境和课程资源的设计能力,给幼儿提供游戏的时间、空间和材料;同时,尝试将游戏活动常态化,愿意在日常生活中客观地评价幼儿,较为主动地反思自身的教育教学行为。但也存在对观察结果的解读不够准确、各环节的设计联系性不强、组织形式单一、评价有效性不高,反思不够深入等问题。接着,笔者剖析了教师课程建设能力发展的过程性特征,发现教师的课程建设能力是在各能力的交互作用中逐渐发展的,尤其依赖于教师的主动参与。最后,笔者先探寻了教师如何在课程改革中实现课程建设能力的发展,重点强调教师自身应具备发展课程建设能力的意识,要依托原有的专业理念、知识和能力,进行以幼儿为本的教师课程建设的探索。同时,建议教师把观察分析能力作为发展课程建设能力的基础,结合教学实践进行课程建设能力的理论学习,以此促进课程建设能力的发展。
[Abstract]:This study mainly adopts case study method to study the curriculum construction ability of kindergarten teachers. The main contents are as follows: 1. Try to construct the theory of teachers' curriculum construction ability; 2. It presents the development of a teacher's curriculum building capacity, reveals its development process and development path; 3. Some suggestions are put forward to develop the ability of teachers' curriculum construction. The study found that the ability of observation and analysis, curriculum design, activity organization, diagnosis and evaluation and reflective teaching are the core elements of curriculum building ability of kindergarten teachers, each of which is relatively independent. But it is interdependent and has the characteristics of practicality, development and flexibility. In addition, the author presents the development process of a teacher's curriculum construction ability under the background of curriculum play, and can see that the curriculum construction ability is the thinking trend of "teacher center" to "children center". It also indicates that teachers are turning from "curriculum implementers" to "curriculum builders". The specific manifestations are: teachers no longer narrow understanding of "observation", have a preliminary awareness of observation and ability, try to read the behavior of young children against the guide; Also no longer loyal to the "textbook", began to adjust the content of the curriculum, to develop a day of life, learning environment and curriculum resources design ability, to provide children with the time, space and materials for play; At the same time, we try to normalize the game activities, be willing to evaluate children objectively in our daily life, and reflect on their own educational and teaching behaviors. However, there are still some problems such as inaccuracy in the interpretation of observation results, weak connection of design in each link, single organizational form, low evaluation effectiveness, insufficient reflection and so on. Then, the author analyzes the process characteristics of the development of teachers' curriculum building ability, and finds that the teachers' curriculum building ability develops gradually in the interaction of various abilities, especially depends on the teachers' active participation. Finally, the author first explores how teachers can realize the development of curriculum construction ability in curriculum reform, emphasizing that teachers themselves should have the consciousness of developing curriculum construction ability and rely on their original professional ideas, knowledge and ability. To explore the curriculum construction of preschool-based teachers. At the same time, it is suggested that teachers should take the ability of observation and analysis as the basis for the development of the ability of curriculum construction, and combine the teaching practice with the theoretical study of the ability of curriculum construction so as to promote the development of the ability of curriculum construction.
【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】：G615

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