本文關(guān)鍵詞： 幼兒教師 教師信念 品格整合教育模式　出處：《浙江師范大學》2011年碩士論文　論文類型：學位論文

【摘要】：學前教育是我國基礎(chǔ)教育的重要組成部分,幼兒教師是促進學前教育發(fā)展的中堅力量,其教學成效直接關(guān)系著學前教育的發(fā)展。幼兒教師的教學成效受著各種主客觀因素的影響,其中教師教育信念是影響其教學效果的重要因素之一。教育是一種基于信念的活動,教師自身持有何種教育信念對其教學活動的設(shè)計方式、活動內(nèi)容、教學策略、教學方式和手段等有著直接的影響。 基于品格的整合教育模式是20世紀90年代由美國教育家朗格內(nèi)斯·特雷薩教授創(chuàng)立的一種品格教育模式,這一模式強調(diào)從核心品格出發(fā)整合兒童所有的學習與生活,重視兒童的利他性品格與人類責任意識的培養(yǎng),以賦予兒童學習的方向與動力。這一模式對兒童和諧發(fā)展的積極促進作用,使它日益為各國教育者所關(guān)注。2004年整合教育理念被介紹到了中國,2006年,浙江省杭州市部分幼兒園開始嘗試將整合教育理念用于中國幼兒園品格課程的開發(fā),實踐對基于品格的整合教育模式。 鑒于教師信念的重要性,本文以此為背景,通過對杭州A幼兒園中正在實踐品格整合教育模式的兩位幼兒教師研究來了解品格整合教育的實施狀況、幼兒教師關(guān)于品格整合教育的相關(guān)信念及其狀況,以為幼兒園品格整合課程的開發(fā)與教師培訓提供參考。本文通過個案研究,輔以文獻分析、訪談、實物分析的手段對幼兒教師關(guān)于品格整合教育信念的基本現(xiàn)狀、建構(gòu)歷程及其影響因素進行了研究,主要結(jié)論如下： (一)幼兒教師對品格整合教育理念、品格整合教育中主題建構(gòu)思路與原則有清晰的認識、對品格整合教育常用策略有較好的掌握、對品格整合教育實施效果評價方式有較好的理解 (二)幼兒教師關(guān)于品格整合教育信念的建構(gòu)主要經(jīng)歷了三個階段：接觸品格整合教育模式后的初步模仿、嘗試從本園實際出發(fā)對品格整合教育模式進行調(diào)整與重建、形成明晰的品格整合教育思路與行動模式 (三)影響幼兒教師品格整合教育信念建構(gòu)的主要因素有教師自身因素和外界因素兩部分。教師自身因素主要有幼兒教師的成長經(jīng)歷、幼兒教師對品格整合教育模式的理解與認知水平、幼兒教師的反思意識和能力；外界因素主要有專家的指導與幼兒園的支持、成熟的品格主題教學方案和豐富的課程資源、濃厚的日常品格教育氛圍、品格教學活動后的集體研討 并以此為依據(jù)提出了培育與提升幼兒教師品格教育信念的建議： (一)專家與幼兒教師共同協(xié)同設(shè)計與實施品格整合教育方案 (二)提供更有效的品格整合教育理念培訓,增強幼兒教師的理解水平與反思意識 (三)建構(gòu)系統(tǒng)化的評估指標,引導教師信念與實踐的修正
[Abstract]:Preschool education is an important part of basic education in China, and preschool teachers are the main force to promote the development of pre-school education. Its teaching effect is directly related to the development of preschool education. The teaching effect of preschool teachers is influenced by various subjective and objective factors. Education is a kind of activity based on belief. What kind of educational belief does the teacher own to its teaching activity design way and activity content? Teaching strategies, teaching methods and means have a direct impact. The integrative education model based on character is a kind of character education model founded by American educator Professor Longnes Teresa in 1990s. This model emphasizes the integration of all children's learning and life from the core character, and emphasizes the cultivation of children's altruistic character and the sense of human responsibility. In 2004, the concept of integrated education was introduced to China because of the positive role of this model in promoting the harmonious development of children, which made it more and more concerned by educators from all over the world. In 2006, some kindergartens in Hangzhou, Zhejiang Province began to try to apply the idea of integrated education to the development of character curriculum in Chinese kindergartens, and put into practice the integrated education model based on character. In view of the importance of teachers' beliefs, this paper takes this as a background to understand the implementation of character integration education through the study of two preschool teachers in Hangzhou A kindergarten who are practicing the model of character integration education. This paper provides a reference for the development of character integration curriculum and teacher training in kindergarten. This paper is based on case study, supported by literature analysis and interviews. This paper studies the basic status quo, construction process and influencing factors of character integration education belief of preschool teachers by means of physical analysis. The main conclusions are as follows: (1) the kindergarten teachers have a clear understanding of the concept of character integration education, the ideas and principles of the subject construction in character integration education, and have a good grasp of the common strategies of character integration education. A better understanding of the evaluation method of the implementation effect of character integration education (2) the construction of preschool teachers' belief in character integration education mainly goes through three stages: the initial imitation after contact with the character integration education model. This paper attempts to adjust and reconstruct the mode of character integration education from the actual situation of the park, and to form a clear thinking and action mode of character integration education. (3) there are two main factors that affect the construction of character conformity educational belief of preschool teachers: teachers' own factors and external factors. Teachers' own factors mainly include the growth experience of preschool teachers. The understanding and cognition level of character integration education model, the reflection consciousness and ability of preschool teachers; Outside factors mainly include expert guidance and kindergarten support, mature character theme teaching scheme and rich curriculum resources, strong daily character education atmosphere, and collective discussion after character teaching activities. On the basis of this, the author puts forward some suggestions on cultivating and promoting the creed of character education of preschool teachers. (1) experts and kindergarten teachers jointly design and implement integrated character education programs (2) to provide more effective training in the concept of character integration education, and to enhance the understanding level and reflective consciousness of kindergarten teachers. (3) to construct systematic evaluation index and guide teachers to revise their beliefs and practice.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G615

【引證文獻】

相關(guān)期刊論文 前1條

1 王淑霞;;在幼兒教育學基礎(chǔ)教學中提升學生實踐能力的方法探討[J];現(xiàn)代閱讀(教育版);2012年22期

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本文編號：1450277