本文關(guān)鍵詞： 幼兒園 教育過程 教育公平 現(xiàn)狀 對(duì)策　出處：《西北師范大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

【摘要】： 公平自古以來就是人類美好的向往。隨著我國(guó)政治、經(jīng)濟(jì)和社會(huì)的不斷發(fā)展，以及人們觀念的更新，社會(huì)公平已經(jīng)日益走出政治辯論的圓桌和學(xué)者的書齋，成為人們普遍關(guān)心、社會(huì)高度關(guān)注的現(xiàn)實(shí)問題。教育公平是社會(huì)公平問題在教育領(lǐng)域的延伸，是公平價(jià)值觀念在教育領(lǐng)域的體現(xiàn)。因?yàn)榻逃軌蝻@著改善人的生存狀態(tài)，促進(jìn)人口素質(zhì)的提高以及國(guó)民經(jīng)濟(jì)和整個(gè)社會(huì)的可持續(xù)發(fā)展，進(jìn)而促進(jìn)社會(huì)公平的實(shí)現(xiàn)，所以被視為“實(shí)現(xiàn)人類平等的偉大工具”。教育公平不僅僅意味著入學(xué)機(jī)會(huì)的均等，還應(yīng)包括教育過程的公平，每個(gè)孩子都應(yīng)該被納入到教育過程中，有權(quán)利享受到高質(zhì)量的教育。 本研究采取整體抽樣的方法，在蘭州市隨機(jī)抽取了三所幼兒園中的三個(gè)班級(jí)，將這三個(gè)班級(jí)的幼兒教師和幼兒作為研究對(duì)象，，采用觀察、訪談等研究方法，對(duì)幼兒園教育過程中的教育公平問題進(jìn)行了分析和探討。 本文分為四個(gè)部分：第一部分介紹了研究背景、公平、教育公平的含義以及相關(guān)研究現(xiàn)狀。第二部分從幼兒園活動(dòng)室里的座位編排、教學(xué)活動(dòng)中的提問和互動(dòng)、知識(shí)分配、非正式評(píng)價(jià)、常規(guī)、教師的情感態(tài)度等六個(gè)方面呈現(xiàn)了幼兒園教育過程中的不公平現(xiàn)象。第三部分從客觀和主觀方面分析了幼兒園教育過程中出現(xiàn)不公平現(xiàn)象的原因：即班級(jí)規(guī)模、傳統(tǒng)的課堂教學(xué)模式、以及部分教師教育思想觀念出現(xiàn)的偏差、教育技能偏低、教師法律意識(shí)淡薄、教師有不同程度的職業(yè)倦怠等因素進(jìn)行了分析。第四部分針對(duì)上述原因提出了一些建議和對(duì)策：1．縮小班級(jí)規(guī)模，實(shí)現(xiàn)合理的師幼比；2．打破傳統(tǒng)教學(xué)模式，嘗試將集體教育活動(dòng)與區(qū)角活動(dòng)有機(jī)結(jié)合；3．加強(qiáng)幼兒園管理，確保幼兒園教育過程趨于公平；4．教師應(yīng)該改變教育觀念、加強(qiáng)師德修養(yǎng)，提高自身素質(zhì)；5．教師應(yīng)調(diào)整自身的角色定位，在教育過程中確立民主、公平的氛圍，建立和諧的師幼關(guān)系；6．大力加強(qiáng)幼兒教育的法制化建設(shè)，教師應(yīng)該不斷提高法律意識(shí)、增強(qiáng)法制觀念，保障幼兒受教育權(quán)利的公平實(shí)現(xiàn)。
[Abstract]:Fairness has been a beautiful yearning for mankind since ancient times. With the constant development of politics, economy and society in our country, and the renewal of people's ideas, social equity has increasingly come out of the round table of political debate and the study of scholars, and has become a universal concern. Educational equity is the extension of social equity in the field of education and the embodiment of the values of equity in the field of education, because education can significantly improve the living conditions of human beings. Promoting the improvement of the quality of the population and the sustainable development of the national economy and society as a whole, and thus promoting the realization of social equity, is considered "a great tool for achieving the equality of mankind". Equity in education does not merely mean equal access to education, It should also include equity in the educational process, in which every child should be included and have the right to a quality education. This study adopts the method of whole sampling, randomly sampling three classes in three kindergartens in Lanzhou, taking the teachers and children of these three classes as the research objects, using observation, interview and other research methods. This paper analyzes and probes into the problem of educational fairness in the course of kindergarten education. This paper is divided into four parts: the first part introduces the research background, equity, the meaning of educational equity and the current situation of related research. The second part from the kindergarten activity room seating arrangement, teaching activities in the question and interaction, knowledge distribution, Informal evaluation, routine, The third part analyzes the reasons of the unfairness in the process of kindergarten education from the objective and subjective aspects: class size. The traditional classroom teaching mode, as well as the deviation of some teachers' educational ideas, the low educational skills, the weak legal consciousness of teachers, In the 4th part, the author puts forward some suggestions and countermeasures for the above reasons: 1. Reduce the class size, realize reasonable teacher-child ratio, and break the traditional teaching mode. Try to combine the collective education activity with the district corner activity to strengthen the kindergarten management, ensure the kindergarten education process tends to be fair. 4. Teachers should change the educational concept and strengthen teachers' moral cultivation. Teachers should adjust their role orientation, establish a democratic and fair atmosphere and establish a harmonious teacher-child relationship in the process of education. Strengthen the concept of legal system and guarantee the fair realization of children's right to receive education.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：G610

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 全鑫;李亞昕;;公平視域下學(xué)前課程實(shí)施的制約因素及消解策略[J];牡丹江教育學(xué)院學(xué)報(bào);2011年05期

2 張亞杰;;學(xué)前教育公平研究現(xiàn)狀分析[J];早期教育(教科研版);2012年10期

相關(guān)碩士學(xué)位論文 前6條

1 張麗文;幼兒園班級(jí)中的平等與自由[D];浙江師范大學(xué);2011年

2 王靜;呼和浩特市部分幼兒教師的兒童權(quán)利保護(hù)意識(shí)與行為的研究[D];內(nèi)蒙古師范大學(xué);2010年

3 侯元;城郊村學(xué)前教育變遷之研究[D];浙江師范大學(xué);2010年

4 姚開瓊;幼兒教師言語道德失范的審思[D];湖南師范大學(xué);2012年

5 黃玉芳;幼兒園座位的意義[D];湖南師范大學(xué);2012年

6 秦玉芳;幼兒園集體教學(xué)活動(dòng)中的公平性問題研究[D];浙江師范大學(xué);2012年

本文編號(hào)：1500224