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幼儿教师课程意识特征及影响因素的个案研究

A Case Study on Pre-school Teacher’s Curriculum Consciousness Characteristics and the Influence Factors

【作者】 程凤玉

【导师】 陈蓉晖;

【作者基本信息】 东北师范大学 , 学前教育学, 2011, 硕士

【摘要】 2001年《基础教育课程改革纲要(试行)》的颁布标志着我国新一轮课程改革的全面推进。随着课程改革的不断深化,教师的课程主体地位和专业自主能力愈来愈受到应有的重视。同时,课程改革也对教师素养提出了越来越高的要求,具有全新的教育理念,具备课程生成的能力,成为人们对新型教师的基本要求。教师不再只是课程忠实的执行者,而是在课程实施中主动探索、实践与反思的课程创生者。在面对新的角色转换的过程中,教师能否带着强烈的“课程意识”参与到课程实施中来对课程改革至关重要。国家教育部2001年颁布的《幼儿园教育指导纲要(试行)》中也指出:“教育活动的组织与实施过程是教师创造性地开展工作的过程”;“教师要善于发现幼儿感兴趣的事物,游戏和偶发事件中所隐含的教育价值,把握时机,积极引导”;“当按计划进行的活动或提供的材料不能引起所期望的反应时,教师应主动地反思,寻找原因,及时调整活动计划或教育行为,使之适合于幼儿的学习。”所有这些都要求教师生成积极的课程意识,在课程开发及实施中发挥自身的主体性,主动进行资源的开发和课程的生成,并不断进行课程反思。本论文以质化研究为取向,采用个案研究法,通过对一所普通幼儿园教师课程意识的深入考察,揭示幼儿教师课程意识的基本状态及特征,分析影响教师课程意识生成的多种因素,并在此基础上提出提升教师课程意识的建议。本文主要包括四大部分:第一部分:问题提出。主要分析与阐述本论文的研究背景、研究问题、研究意义及研究方法。第二部分:文献综述。主要从概念界定、有关教师课程意识及幼儿教师课程意识的研究三方面进行梳理与归纳。第三部分:个案呈现。主要从教师的课程改革参与、课程资源开发、课程生成、课程反思及课程研究五方面着手,描述与分析A幼儿园教师课程意识的基本状态。第四部分:A幼儿园教师课程意识的特征及影响因素。这是本论文的结论部分,包括归纳幼儿教师课程意识的基本特征,分析影响幼儿教师课程意识形成的因素两个小部分。第五部分:提出提升幼儿教师课程意识的建议。主要有通过赋权来发挥教师的课程主体性;利用多种途径来增强教师的课程能力;以及为教师提供多种物质和环境支持等三条建议。

【Abstract】 The“Basic Education Curriculum Reform (Trial)”published in 2001 indicates that a new round of curriculum reform carries forward. With the deepening of the reform,The dominant position of teachers in curriculum and their professional autonomous ability become more and more attention should be. At the same time, the curriculum reform also proposed higher requirements of teachers. With a new philosophy of education,Have the ability to generate curriculum,Become the basic requirements for new teachers. Teachers are no longer just a faithful executor of course,But the creator who actives exploring、practicing and reflecting in Curriculum Implementation. In the process of turning new role, the ability of teachers with a strong sense of "Curriculum Consciousness" to participate in the curriculum implementation is essential to the curriculum reform.The "Guidelines for Kindergarten Education (Trial)" which published by Ministry of Education in 2001 also pointed out that“The process of organizing and implementing educational activities is the process of teacher’s creative work”,“Teachers should be good at finding educational value that implicit in the things which children interest、games and occasional events ,Seize the opportunity, and give children actively guide”,“When the planned activities or provided material can not cause the desired reaction,Teachers should take the initiative reflect, Look for reasons, Adjust the activities, programs or educational practices timely, Make it suitable for children’s learning”. All this require teachers have the positive“Curriculum Consciousness”, Play their own subjectivity in curriculum development and implement, take the initiative in exploiting resources and generating courses, In addition, reflect the curriculum Constantly.This research is qualitative-research oriented, describing and analyzing the basic state and features of teachers’curriculum consciousness in an ordinary kindergarten. Numerous factors which influence teachers’curriculum consciousness development are also analyzed. Finally, put forward recommendations to enhance teacher curriculum consciousness. The basic structure of this thesis is as follows:The first part presents the subject. Mainly analyze and state the background, problems, value and methodology of this research.The second part is research view. Relative problems about concept definition, Teacher’s curriculum consciousness and preschool teachers’curriculum consciousness are clarified and concluded.The third part is case study. The basic situation of teacher’s curriculum consciousness in A kindergarten is described and analyzed in five aspects, including the teacher’s consciousness of curriculum reform、curriculum resources development、curriculum creation、 curriculum reflection and curriculum research.The fourth part shows conclusions of this research-Pre-school teacher’s curriculum consciousness characteristics and the influence factors. This part sums up the basic characteristics of preschool teachers’curriculum consciousness, analyzes the influence factors.The fifth part puts forward the strategies to promote the teacher’s curriculum consciousness. Through give teachers curriculum power to strengthen teacher’s curriculum subjectivity; in addition, various ways should be adopted to strengthen teacher’s ability. At the same, various resources and environment support be rendered for Preschool Teachers.

  • 【分类号】G612
  • 【被引频次】1
  • 【下载频次】397
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