对当前幼儿教师课程观的研究

【作者】 王喜海；

【导师】 袁爱玲；

【作者基本信息】 华南师范大学 ， 学前教育学， 2004， 硕士

【摘要】 本文从“课程”的角度切入幼儿园的日常教育，希望了解当前幼儿教师接受什么样的课程观以及这种课程观是否体现到了教育行为之中。本研究由三部分组成： 第一部分是对课程观进行文献分析，总结概括了5种具有代表性的课程定义和3种主流的课程观的核心观点，为深入研究幼儿教师的课程观提供了逻辑前提。5种课程定义包括“科目说”、“活动说”、“经验说”、“计划说”和“目标说”，3种课程观则包括“学科中心主义课程观”、“儿童中心主义课程观”和“社会中心主义课程观”。它们都对幼儿教师建构自己的课程观产生了广泛的影响。 第二部分主要采用了随机访谈和问卷调查。从幼儿教师对5种课程定义的态度发现，当前他们倾向于从“活动”和“经验”的角度理解幼儿园课程的本质。而他们对于3种主流课程观的态度，则表明大多数幼儿教师接受的是儿童中心主义课程观。但是，调查也发现有些幼儿教师没有完全接受这种课程观。 第三部分主要以发生在幼儿园日常教育中的一些典型案例为基础，分析幼儿教师教育行为中体现的观念问题。结果发现，儿童中心主义的课程理念还没有完全体现在幼儿教师的教育行为中，而一些传统的课程观念，如坚持教师本位，强调知识授受和技能(技巧)训练，主张忠实于既定的教学计划和教学目标，提倡教师主导等，依然在影响幼儿教师的教育行为，致使幼儿教师头脑中接受的课程观念与行为中体现的课程观念相互矛盾。为了使儿童中心主义课程观落实在教育活动中，在分析幼儿教师的教育行为时，本文也为广大幼儿教师提供了一些建设性的建议，如坚持儿童本位，强调为幼儿提供有益经验，主张富有灵活性和弹性的教育活动，提倡幼儿自主的活动等。更多还原

【Abstract】 The paper investigates the everyday educational activities in kindergarten in China from curriculum, in order to know which kind of curriculum outlook infant teachers accept currently, to look into whether the curriculum outlook is fully embodied in infant teachers’ educational behavior.Firstly, through literature analysis, it finds out there are five conceptions of curriculum, such as regarding curriculum as discipline, as activity, as experience, as plan, and as goal, and three views of curriculum, including discipline-centrism curriculum outlook, child-centrism curriculum outlook and society-centrism curriculum, which all influence infant teachers.Secondly, with talking with infant teachers and a survey, it finds out most of the infant teachers will regard curriculum as activity or experience and most of them will accept child-centrism curriculum outlook.Thirdly, by means of observing infant teachers’ everyday educational behavior, it finds out that child-centrism curriculum ideas have not being finalized in their instructional behavior, but some traditional curriculum ideas, such as withholding teacher-centered education, paying great attention to knowledge infusion and skill training, claiming to be loyal to the teaching plan and teaching goals, calling for teacher-determined education, still influence infant teachers’ instructional actions. As a result, the views of curriculum accepted by infant teachers with their brain are not inconsistent with that embodied in their actions. At the same time, in order to solve these problems, it provides infant teachers with some suggestions, such as withholding child-based education, emphasizing on providing child experience, calling for more flexible instructional activities, increasing child-determined activities, and so on.更多还原