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  本文關(guān)鍵詞：職前與在職幼兒教師課程觀評價研究　出處：《南京師范大學(xué)》2003年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 職前教師 在職教師 教師教育 課程觀

【摘要】： 本研究揭示了職前和在職幼兒教師課程觀的因素結(jié)構(gòu)，并就影響幼兒教師課程觀的諸因素進(jìn)行了分析。 來自江蘇省的170名幼師大專一年級職前教師、302名幼師大專五年級職前教師和253名在職教師作為本研究的量化研究被試，參加了Charlesworth(1993)設(shè)計的經(jīng)王堅(jiān)紅修訂的教師信念問卷(the Teacher Beliefs Scale)中國版本的測量，以及研究者自編的教師背景問卷的測量。其中有50名職前教師和40名在職教師參與了本研究的質(zhì)化研究部分——內(nèi)容分析和深度訪談。 本研究采用主成分因素分析法揭示了職前和在職幼兒教師課程觀的三維因素模型，發(fā)現(xiàn)職前階段的初入職階段(幼師一年級)教師、準(zhǔn)教師、在職教師課程觀因素結(jié)構(gòu)有一定的相似性。三種類別教師的課程觀共享“社會性的、綜合的、兒童主動學(xué)習(xí)信念”、“教師主導(dǎo)信念”。初入職教師(幼師一年級)、準(zhǔn)教師共有“教育世俗信念”。分析認(rèn)為課程觀的共性所在為同一文化背景下的價值觀念在幼兒教師信念中的投射和縮影。進(jìn)一步的多重分析顯示，三類幼兒教師課程觀在程度上存在顯著差異。一元和多元方差分析以及質(zhì)的研究資料證明，影響幼兒教師課程觀的主要因素是國家的政策法規(guī)、教師教育課程、生活經(jīng)驗(yàn)、專業(yè)實(shí)踐因素，教師教齡是影響在職教師課程觀的主要因素。受教育程度、職稱、幼兒園類型、幼兒班級人數(shù)對在職教師課程觀的影響均不顯著。 本研究展現(xiàn)了幼兒教師課程觀的歷程演變，認(rèn)為幼兒教師課程觀是發(fā)展變化的，并非一成不變的。同時課程觀發(fā)展也不是一蹴而就的事情，而是一個漫長的發(fā)展過程。教師教育觀念的發(fā)展是有空間的，教師個體課程觀受到一定的、適宜的刺激會產(chǎn)生一定的變化并針對研究結(jié)果，研究者創(chuàng)造性地提出了改革教師教育的若干建議。
[Abstract]:This study reveals the factors of pre-service and in-service preschool teachers' view of curriculum, and analyzes the factors that affect teachers' view of curriculum. In this study, 170 preschool teachers from Jiangsu Province, 302 pre-teachers in fifth grade and 253 in-service teachers in kindergarten teachers' colleges were included in this quantitative study. Participated in the Teacher Beliefs scale, a revised teacher's belief questionnaire, designed by Charles worth 1993). Chinese version of measurement. Among them, 50 pre-service teachers and 40 in-service teachers participated in the qualitative part of the study, content analysis and in-depth interviews. In this study, the principal component factor analysis was used to reveal the three dimensional factor model of the curriculum view of pre-service and in-service preschool teachers, and it was found that the teachers in the pre-service stage (first grade of kindergarten teachers), the prospective teachers. There is a certain similarity in the structure of the factors of in-service teachers' view of curriculum. The three kinds of teachers' views of curriculum share "social, comprehensive and active learning beliefs of children". "teacher leading beliefs". New teachers (first year of kindergarten teachers). The analysis shows that the commonness of curriculum view lies in the projection and epitome of the values in the same cultural background in the belief of preschool teachers. There are significant differences in the degree of the three types of preschool teachers' curriculum views. Univariate and multivariate ANOVA and qualitative research data prove that the main factors that affect the kindergarten teachers' curriculum view are the national policies and regulations and the teacher education curriculum. Life experience, professional practice, teachers' teaching age are the main factors that influence the in-service teachers' curriculum view. The educational level, professional title, kindergarten type and the number of children's classes have no significant influence on the in-service teachers' curriculum view. This study shows the evolution of the curriculum concept of preschool teachers, and holds that the curriculum concept of early childhood teachers is a change, not a fixed one, and the development of curriculum view is not an overnight thing. It is a long process of development. There is room for the development of teachers' concept of education. Teachers' individual curriculum view is subject to certain, appropriate stimulation will produce certain changes and research results. The researchers creatively put forward some suggestions for reforming teacher education.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2003
【分類號】：G612.3

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 王愛霞;方建華;;新疆學(xué)前教育職前與職后教師的課程觀現(xiàn)狀調(diào)查[J];兵團(tuán)教育學(xué)院學(xué)報;2012年05期

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相關(guān)碩士學(xué)位論文 前7條

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本文編號：1365325