本文關鍵詞：幼兒教師兒童學習觀變革之路探尋　出處：《南京師范大學》2007年博士論文　論文類型：學位論文

  更多相關文章： 幼兒教師 兒童學習觀 變革之路 文化型塑 研究范式 行動研究

【摘要】： 幼兒教師的兒童學習觀是幼兒教師兒童教育觀念群中的重要組成部分。幼兒教師兒童學習觀亟待自知識技能取向向成長取向的根本性變革。而變革需要怎樣的方法、途徑呢?本研究首先對當前幼兒教師在課程實施中所持有的兒童學習觀進行實地研究，并揭示幼兒園場域中幼兒教師兒童學習觀的文化型塑機制；接著對西方教育史各不同歷史時期教育大家對兒童學習問題的研究范式的梳理，獲得認識和理解兒童學習的指導原則、方法及途徑的啟示；在實踐與理論的對話中，通過參與合作行動研究嘗試探尋幼兒教師兒童學習觀變革之路。 本研究分上、中、下三編。 上編是對幼兒園教師兒童學習觀現(xiàn)狀及其文化型塑的實地研究。主要通過對關于幼兒園教材的話語分析，對幼兒園教育活動、教研活動及管理活動的話語分析，呈現(xiàn)幼兒教師在幼兒園日常生活實踐中的兒童學習觀“實際如何”及“何以如此”。 中編是對西方歷史上不同時期兒童學習研究范式流變的歷史梳理。從直觀猜測到理性主義、經(jīng)驗主義、科學實證主義，再到詮釋學。從大的脈絡來看，兒童學習研究的范式流變是和整個西方社會哲學發(fā)展的兩次轉向(即認識論轉向和實踐轉向)相一致的。但我們也能看到，在兒童學習問題的研究上，盧梭、杜威、蒙臺梭利都突破了他們時代的主導范式的制約，為我們昭示了研究兒童學習問題不僅需要借鑒自然科學的方法，也需要超越主客二分認識模式的交往性實踐，我們需要理性地實踐、反思，更需要超越理性的想象、領悟和理解。 下編是研究者參與的行動研究。在對行動研究小組行動的寫實描摹以及對幼兒園關于“課程實施方式”的對話紀實中，展現(xiàn)走向解釋學范式的幼兒教師兒童學習觀變革之路。
[Abstract]:Children "s learning concept is an important part of children's education concept of teachers in pre-school preschool teachers. From the viewpoint of children's learning to knowledge and skills orientation to the fundamental change of growth orientation. And what needs to change, way? The current kindergarten teachers hold in the curriculum implementation of children learning concept field study, and reveals the kindergarten in the field of teacher's learning culture on plastic mechanism; then the education history of western education in different historical period of children's learning paradigm analysis, understand the guiding principles of children's learning, the methods and ways of enlightenment; theory and practice in the dialogue in the cooperative action research attempts to explore the preschool teachers' beliefs on children's learning way.
This study is divided into three parts, middle and lower parts.
This is the concept of field research status and cultural shaping of kindergarten teachers learning children. Mainly through the analysis on kindergarten textbook discourse, the kindergarten educational activities, analysis of teaching activities and management activities of the discourse, showing the kindergarten teachers in the kindergarten daily life practice in the viewpoint of children's learning "how" and "why".
In the western history of compilation is children's learning paradigm in different periods of history. The rheological intuitively guessed rationalism, empiricism, positivism, and hermeneutics. From the perspective of the development of children's learning paradigm change research is the two turn and the development of Western Social Philosophy (i.e., epistemology and the practice turn) consistent. But we can also see that in the study of learning problems of children, Rousseau, Dewey, Montessori broke the restriction of the dominant paradigm of their times, for us study on children's learning problems not only need to learn from the methods of natural science, also need to go beyond the subject and object of the two mode of communication in practice, we need a rational practice, reflection, more need to go beyond the rational imagination, insight and understanding.
The second part is a discussion on the action research. In the action research group action and dialogue on the documentary to depict realistic "implementation" Curriculum in the kindergarten, the kindergarten teachers to show the hermeneutics about children's learning way.

【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2007
【分類號】：G615

【引證文獻】

相關期刊論文 前1條

1 倪飛娥;;淺議中班幼兒科學教育的方法——“動手動腦”學科學[J];教育教學論壇;2013年25期

相關碩士學位論文 前3條

1 田春;成長取向的兒童教育[D];南京師范大學;2008年

2 王瑩;早期教育機構教師的兒童學習觀研究[D];西南大學;2010年

3 姜薇;家長的幼兒學習觀研究[D];西南大學;2010年

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本文編號：1438312