【作者】 邱瑜；

【导师】 吴志宏；

【作者基本信息】 华东师范大学 ， 教育经济与管理， 2012， 博士

【摘要】 课程蕴含着深厚的教育智慧和专业化技能,是实现教育目标的基本途径。历史一再证明,没有高质量的课程,就没有优质的幼儿教育。目前我国幼儿园在课程实施中最普遍的困惑是不知如何发现课程存在的问题,或感觉到有问题却不能判断问题的根源。因为实践者受现实环境所限,理论直觉意识不足,兼之针对性强的课程评价工具不多,这些因素均大大制约了幼儿园课程的持续改进。因此,幼儿园对课程的诊断和改进有着最强烈的需求。本文从教育评价学的视角出发,汲取多学科的既有成果,对当今中国幼儿园课程进行实然与应然结合的研究,构造面向课程改进的诊断性评价系统,旨在提供诊断路径和解决对策,提高课程质量。本文在解决中国幼儿园课程实践存在问题的基础上,借鉴已有的课程评价模式,尝试提出本土的幼儿园课程诊断性评价模式。该诊断模式综合了幼儿园的课程目标、课程设计、课程资源与课程结果评价,简称ADRO评价模式。研究者力图通过关键的诊断指项把握“目标与手段”的偏差,帮助幼儿园增强课程规划与实施的合理性,获得更为理想的课程效果,从内涵上提升幼儿园教育质量。本文理论基础来自三大部分,即关联的世界观、儿童发展系统论和课程评价论。这三个理论可解释本研究的诊断性评价系统生成的逻辑及各诊断指项提出的依据。本文基于实然的研究,提出应然的理论体系。在本文中,“实然”是指我国实时实态地正在发生或曾经存在的,具有代表性的科学有效的幼儿园课程实践。“应然”是指能有效诊断幼儿园课程合目的合规律程度的课程评价系统。这些年在我国涌现了一些优质的幼儿园,它们在深入研究幼儿发展规律的基础上,建立了较为科学的课程体系,社会认可度很高,为我国幼儿园课程变革提供了很好的范例。本文对这些具有示范作用的范例进行研究,通过实然层面的分析,建构了应然层面的课程诊断模式。一方面提供有效的评价工具给幼儿园检视其课程的科学性与有效性,另一方面帮助幼儿园建立课程诊断与改进的机制。本文创新之处在于,通过课程诊断性评价视角,结合幼儿园课程实例分析,提出一套技术性、策略性较强的ADRO诊断性评价系统。从运用这一系统进行模拟评估的结果来看,它对诊断和改进幼儿园课程有较好的成效,相信对其他幼儿园会有普遍借鉴意义。不同的评价目的可以形成不同的评价模式或者方案,ADRO非课程评价的唯一方案。课程评价研究的实践应用取向,本土课程评价模式的多样化,是幼儿教育的福音。ADRO自身也是在不断改进中的评价理论与工具,会在实践应用中不断深化和发展。论文主体由五大部分组成,第一部分为研究概述,第二部分阐述幼儿园课程ADRO评价模式,第三部分为阐述ADRO各诊断子系统,第四部分运用ADRO诊断系统对个案进行模拟评估,第五部分向教育行政部门和幼儿园提出相关建议及进一步研究的展望。论文主体约22万字。更多还原

【Abstract】 With the profound educational wisdom and professional skills, curriculum can be seemed as a basic avenue to achieve the education targets. History has repeatedly proved that there is no high-quality early childhood education without high-quality courses. At present, in the curriculum implementation, most kindergartens’most common confusion is that they have no way to dig the problems of the courses out, or to pinpoint the substance of the problem. And for the practitioners, there are some environmental constraints in real life, and they have a lack of awareness of theoretical intuition. and moreover, there are few targeted curriculum evaluation tools. All of these factors greatly restrict the continuous improvement of the kindergarten curriculum. So it is the most urgent requirement to diagnosing and improving the kindergarten curriculum.From the perspective of educational evaluation, the article creates the system of the diagnostic evaluation which is designed for improving the curriculum, which is for providing the route of diagnosing, the way of solving and the improvement of curriculum quality.Based on dealing with the problems within the kindergarten curriculum practice in China, the article borrows ideas from the existing Evaluation models and tries to propose the indigenous diagnostic evaluation model of kindergarten curriculum. The diagnostic model(ADRO) synthesizes the evaluation on Aims of Curriculum, Design of Curriculum, Resources of Curriculum, and Outcomes of Curriculum in kindergarten. The author aims to grasp the deviation of "goal and method" with the help of the key indicatrix, and to help the kindergartens to enhance the rationality of curriculum planning and implementing, and to obtain the desirable courses, and to enhance the quality of kindergarten education essentially.The theoretical basis of this paper comes from the three theories below:Associated Worldview, Child Developmental System theory, and Curriculum Evaluation Theory. These theories can explain the logic on the creating of the diagnostic evaluation system and the proposing basis of diagnostic indicatrix.Based on the reality research, this paper proposes the necessity theoretical system. In this article, the " reality " refers to the representative, scientific and effective kindergarten curriculum practice, which exists now or once existed in China. While "necessity" means the curriculum evaluation system that used to effectively diagnosing the degree of the kindergarten curriculum according with the purpose and the rule. Recently in our country, a number of high-quality kindergartens have appeared. And on the basis of in-depth study on the development rule of child, they establish more scientific course systems, which get a high social recognition, and provide some good examples for our kindergarten curriculum reforms. In this paper, the author focuses the research on the cases in exemplary role by the reality analysis, and construct the necessity-level diagnosing mode of curriculum. On the one hand it provides the kindergartens an effective evaluation tool to view the scientificalness and effectiveness of their courses. On the other hand it assistant the kindergartens to establish the mechanism of curriculum diagnosis and improvement.This article’s creative idea is that, combined with analysis of some examples of kindergarten curriculum, it raises ADRO, a diagnostic evaluation system with some technic and strategy. And from the perspective of evaluating of the results with this system in simulation, it can help to diagnosing and improving the kindergarten curriculum. So the author believes it also brings general referential significance to other kindergartens.Different evaluation purposes make different evaluation model or program, so ADRO is not the only program of curriculum evaluation. It is true that they are the gospel of the kindergarten education, which are the orientation of practical application in curriculum evaluation study, and the diversification of the local curriculum evaluation models. ADRO is a evaluation theory and tool in continuous improvement, and it will continue to deepen and develop itself in practical application.The main parts of the paper consist of five major components:The first part is an overview; the second part elaborates the ADRO diagnostic model of the kindergarten curriculum; and the third part focuses on the subsystems of ADRO diagnostic model; the fourth part makes a system-wide and simulation-based evaluation of the case with the ADRO diagnostic system; the fifth part offers related recommendations to kindergartens and the departments of educational administration, and provide with outlook for further research. And the main body of the thesis includes about220,000words.更多还原