本文關(guān)鍵詞：幼兒教師課程權(quán)力個(gè)案研究　出處：《哈爾濱師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 幼兒教師 課程 課程權(quán)力

【摘要】： 隨著新一輪幼兒園課程改革的推進(jìn),幼兒教師肩負(fù)了更為重要的使命和任務(wù),其在課程發(fā)展中的主體地位也逐步凸顯。如何參與幼兒園的課程開發(fā)與建設(shè),成為課程的開發(fā)者和研究者,是當(dāng)下幼兒教師所要面臨的現(xiàn)實(shí)問題和新的挑戰(zhàn)。本文以質(zhì)的研究為主要研究取向,采用個(gè)案研究的方法,選擇哈爾濱市A、B兩所不同類型幼兒園,通過對(duì)兩所幼兒園教師課程權(quán)力運(yùn)行的基本狀況進(jìn)行考察,分析幼兒教師課程權(quán)力的基本狀況及特點(diǎn),揭示相關(guān)的影響因素,最終形成基本的研究結(jié)論并在此基礎(chǔ)上提出促進(jìn)策略。 論文的基本框架如下： 第一章緒論部分。分析闡釋了研究背景、研究意義、研究思路與方法； 第二章概念界定與文獻(xiàn)綜述部分。從理論角度對(duì)課程權(quán)力的基本問題及其相關(guān)研究進(jìn)行梳理,歸納得出幼兒教師課程權(quán)力的涵義、構(gòu)成、來源及特征； 第三章幼兒教師課程權(quán)力個(gè)案研究部分。從實(shí)踐層面入手,對(duì)個(gè)案幼兒園自然狀況,幼兒教師課程權(quán)力的基本狀況及影響因素進(jìn)行情境描述和解釋性分析； 第四章幼兒教師課程權(quán)力的推進(jìn)策略。對(duì)研究中發(fā)現(xiàn)的問題進(jìn)行歸納總結(jié),并提出相應(yīng)的解決策略。 本文在對(duì)相關(guān)資料進(jìn)行理論分析和實(shí)踐分析基礎(chǔ)上,研究結(jié)果如下： 第一,幼兒教師在課程運(yùn)行過程中,存在一定程度的權(quán)力虛無現(xiàn)象。尤其是在課程設(shè)計(jì)層面上,教師基本沒有權(quán)力選擇教材,部分幼兒教師對(duì)教學(xué)目標(biāo)和內(nèi)容也難以做到根據(jù)實(shí)際情況的需要進(jìn)行變化和調(diào)整； 第二,幼兒教師自身的專業(yè)能力和素質(zhì)是影響課程權(quán)力實(shí)現(xiàn)的關(guān)鍵因素。幼兒教師課程權(quán)力受諸多因素的影響,其中幼兒教師自身的專業(yè)能力和素質(zhì)以及教育教學(xué)經(jīng)驗(yàn)是其課程權(quán)力實(shí)現(xiàn)的主要影響因素；幼兒園賦予教師的課程權(quán)力空間對(duì)教師課程權(quán)力也具有直接的影響；此外,家長(zhǎng)對(duì)教師工作的理解支持程度以及家長(zhǎng)對(duì)幼兒的期望等方面也給教師課程權(quán)力帶來一定的影響；而幼兒因素對(duì)教師對(duì)課程諸要素的選擇與決定影響較�。� 第三,針對(duì)幼兒教師課程權(quán)力現(xiàn)實(shí)狀況及影響因素的分析結(jié)果,提出相關(guān)建議：國(guó)家層面應(yīng)進(jìn)一步通過賦權(quán)來充分發(fā)揮教師課程權(quán)力的主體性,為教師課程權(quán)力的實(shí)現(xiàn)提供法律依據(jù)；幼兒園層面應(yīng)為教師提供多種資源及環(huán)境支持,為教師權(quán)力實(shí)施提供發(fā)揮平臺(tái)；教師自身層面應(yīng)利用多種途徑來增強(qiáng)自身的專業(yè)能力和素質(zhì),提高自身駕馭課程的能力；家長(zhǎng)層面應(yīng)通過溝通與交流加強(qiáng)對(duì)教師工作的理解和支持,成為權(quán)力實(shí)現(xiàn)的后盾。
[Abstract]:With the promotion of the new curriculum reform of kindergarten, kindergarten teachers shoulder a more important mission and task, and their main position in curriculum development is gradually prominent. How to participate in the curriculum development and construction of kindergartens. To become a curriculum developer and researcher is a realistic problem and a new challenge for current kindergarten teachers. This paper takes qualitative research as the main research orientation and adopts the method of case study to choose Harbin A. B two different types of kindergartens, through the two kindergarten teachers' basic status of the operation of curriculum power to analyze the basic status and characteristics of kindergarten teachers' curriculum power, to reveal the relevant factors. Finally, the basic research conclusions are formed and the promotion strategies are put forward. The basic framework of the paper is as follows: The first chapter is the introduction part. It analyzes and explains the research background, research significance, research ideas and methods; The second chapter is the definition of the concept and literature review part. From the theoretical point of view of the basic issues of curriculum power and related research, summed up the meaning, composition, source and characteristics of preschool teachers' curriculum power; The third chapter is the case study of kindergarten teachers' curriculum power. From the perspective of practice, the author describes and interprets the situation of kindergarten's natural condition, the basic status of preschool teachers' curriculum power and the influencing factors. In chapter 4th, the author sums up the problems found in the research, and puts forward the corresponding strategies for the promotion of preschool teachers' curriculum power. On the basis of theoretical and practical analysis of relevant data, the results are as follows: First, preschool teachers in the course of running, there is a certain degree of power nothingness, especially in the curriculum design level, teachers basically have no right to choose textbooks. It is difficult for some preschool teachers to change and adjust the teaching objectives and contents according to the actual situation. Secondly, the professional ability and quality of preschool teachers are the key factors that affect the realization of curriculum power, and the curriculum power of preschool teachers is affected by many factors. Among them, preschool teachers' professional ability and quality as well as educational teaching experience are the main influencing factors for the realization of curriculum power. The curriculum power space given by kindergarten also has direct influence on teachers' curriculum power. In addition, the degree of parents' understanding and support of teachers' work and their expectations for children also have a certain impact on teachers' curriculum rights; However, infant factors have little influence on teachers' choice and decision of curriculum elements. Thirdly, according to the analysis of the actual situation of preschool teachers' curriculum power and its influencing factors, the author puts forward some relevant suggestions: the national level should give full play to the subjectivity of teachers' curriculum power through empowerment. To provide the legal basis for the realization of teachers' curriculum power; Kindergarten should provide teachers with a variety of resources and environmental support, and provide a platform for the implementation of teachers' rights; Teachers themselves should use various ways to enhance their own professional ability and quality, improve their ability to master the curriculum; Parents should strengthen the understanding and support of teachers' work through communication and communication, and become the backing of the realization of power.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G612

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吳艷玲;;教師課程權(quán)力的概念解析[J];安徽廣播電視大學(xué)學(xué)報(bào);2007年02期

2 謝藝泉;教師參與課程發(fā)展:權(quán)與責(zé)[J];比較教育研究;2003年02期

3 金生，

本文編號(hào)：1377246