發(fā)布時(shí)間：2018-02-24 11:26

  本文關(guān)鍵詞： 早期學(xué)習(xí)標(biāo)準(zhǔn) 《3-6歲兒童的學(xué)習(xí)和發(fā)展指南》 《幼兒園教育指導(dǎo)綱要(試行)》 幼兒教師培訓(xùn)　出處：《華東師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 進(jìn)入21世紀(jì)以來,對早期教育質(zhì)量及教育公平的日益關(guān)注成為全球早期教育的發(fā)展趨勢。近年來,聯(lián)合國兒童基金會通過“遍及全球項(xiàng)目”(Going GlobalProject)在全球范圍內(nèi)開展了旨在幫助發(fā)展中國家制定早期兒童學(xué)習(xí)與發(fā)展標(biāo)準(zhǔn)的運(yùn)動,我國教育部與聯(lián)合國兒童基金會合作于2006年組織開展了中國的早期學(xué)習(xí)標(biāo)準(zhǔn),即《3—6歲兒童學(xué)習(xí)與發(fā)展指南》的制定工作,對我國3-6歲兒童學(xué)習(xí)與發(fā)展提出了具體的期望。 早期學(xué)習(xí)標(biāo)準(zhǔn)有效落實(shí)的關(guān)鍵在于教師的準(zhǔn)備。目前,我國的學(xué)習(xí)與發(fā)展指南即將出臺,作為標(biāo)準(zhǔn)與兒童的中介,教師如何有效地利用標(biāo)準(zhǔn)來促進(jìn)兒童的學(xué)習(xí)與發(fā)展就顯得尤為關(guān)鍵。面對即將出臺的《指南》,幼兒教師,尤其是中西部地區(qū)的廣大基層教師是否做好了適宜地應(yīng)用《指南》的準(zhǔn)備?教師應(yīng)當(dāng)如何應(yīng)對《指南》?相關(guān)的政策又應(yīng)當(dāng)如何跟進(jìn)?指南推出之后,教師培訓(xùn)工作應(yīng)當(dāng)如何來做?這些都是亟待探討的問題。 本研究首先以美國早期學(xué)習(xí)標(biāo)準(zhǔn)的推出及實(shí)施為研究背景,了解早期學(xué)習(xí)標(biāo)準(zhǔn)在美國推行后對幼兒教師形成的挑戰(zhàn)及教師的應(yīng)對方式,分析各方為解決教師理念與國家政策沖突所做的努力。美國的經(jīng)驗(yàn)表明,結(jié)果導(dǎo)向的標(biāo)準(zhǔn)與強(qiáng)調(diào)過程的理念可以有機(jī)地結(jié)合起來�！吨改稀放c我國目前幼兒教育的綱領(lǐng)性文件《幼兒園教育指導(dǎo)綱要(試行)》的有效結(jié)合,將是我國適宜地推行和實(shí)施《指南》的關(guān)鍵。 在此分析基礎(chǔ)上,本研究以人口眾多,能夠代表廣大中西部地區(qū)的河南省為例,了解我國中部城鎮(zhèn)(X縣)幼兒教師的教育現(xiàn)狀、對《綱要》的理解及貫徹,考察教師對《指南》的期待、及教師的準(zhǔn)備狀況。研究發(fā)現(xiàn),《綱要》在中部城鎮(zhèn)地區(qū)尤其是鄉(xiāng)鎮(zhèn)幼兒園的貫徹尚不到位。中部城鎮(zhèn)地區(qū)教師對相對細(xì)化的《指南》持歡迎態(tài)度。但是對《綱要》認(rèn)識的含糊很可能導(dǎo)致教師將《綱要》與《指南》結(jié)合起來存在一定困難;基于調(diào)查結(jié)果,考慮到中國教育傳統(tǒng)及大部分教師現(xiàn)有水平,本研究認(rèn)為,應(yīng)防范教師將實(shí)施《指南》的過程變?yōu)椤盀闃?biāo)準(zhǔn)而標(biāo)準(zhǔn)”的訓(xùn)練。為了防范這種可能出現(xiàn)的問題,研究者從教師培訓(xùn)和政府政策等方面提出建議,以期為標(biāo)準(zhǔn)的順利實(shí)施提供前瞻性思考。 研究進(jìn)一步對針對《指南》的幼兒教師培訓(xùn)形式進(jìn)行了初步嘗試,意在探索標(biāo)準(zhǔn)推行后教師培訓(xùn)可以嘗試的有效培訓(xùn)模式。通過教師培訓(xùn)的嘗試,發(fā)現(xiàn)參與式培訓(xùn)對教師的能力水平要求比較高,培訓(xùn)并未達(dá)到預(yù)期效果。因此,研究者認(rèn)為,針對不同層次教師的教育能力差異,可采取參與式培訓(xùn)與其他培訓(xùn)方式相結(jié)合的方式。 綜上所述,研究發(fā)現(xiàn),《綱要》在中部城鎮(zhèn)地區(qū)尤其是鄉(xiāng)鎮(zhèn)幼兒園的貫徹尚不到位。中部城鎮(zhèn)地區(qū)教師對相對細(xì)化的《指南》持歡迎態(tài)度。要實(shí)現(xiàn)《綱要》與《指南》的有效結(jié)合,需要教育政策的外部支持和教師培訓(xùn)的內(nèi)部保障。
[Abstract]:Since twenty-first Century, the quality of early childhood education and pay more attention to education fairness become the global development trend of early education. In recent years, the United Nations Children's fund through the "global project" (Going GlobalProject) was carried out to help developing countries to develop early learning and development standards movement in the global scope, the Ministry of education I China and the United Nations Children's Fund in cooperation with the early learning standards in 2006 Chinese organization, namely <3 - 6 years old children's learning and development guidelines > work, put forward specific expectations for our learning and development of children 3-6 years of age.
The key lies in the effective implementation of the early learning standards for teachers. At present, learning and development guide our forthcoming, as an intermediary standard with children, teachers how to effectively use the standard to promote the learning and development of children is particularly critical. In the face of the upcoming "Guide >, preschool teachers, especially in the central and western regions the majority of teachers are doing a proper application of < > guide prepared? How should teachers cope with < > related policies and guidelines? How should follow the guidelines? After the launch, the training of teachers should be how to do? These are the most urgent issues.
This study first in the United States early learning standards introduced and implemented as the research background, challenges and coping style of teachers' understanding of early learning standards in the United States after the implementation of preschool teachers, to analysis the parties do to solve the teachers' ideas and the national policy of conflict. The experience of the United States show that can organically Guide >. With our current preschool education programmatic document "guidelines for kindergarten education result oriented standard and emphasizes the process of concept (Trial) > effective combination, will be the key to our proper implementation of < > guide.
On the basis of this analysis, in this study population, can represent the majority of the central and western regions of Henan Province as an example, to understand the central towns in China (X county) education status of preschool teachers, understand and implement the "outline >, < > to guide study of teachers' expectation, and teacher preparation. The study found that < > > in the central urban areas especially the township kindergarten implementation is not in place. The teachers in urban areas of relatively detailed guidelines > < welcome. But the understanding of the" outline > ambiguity is likely to lead to the "Outline" and "the teacher will guide > combined there are some difficulties; based on the results of the survey, consider to China education tradition and most of the teachers present level, this study suggests that teachers should prevent the implementation of the" guidelines for will into "training standards" as the standard. In order to avoid the possible problems, researchers from the teachers training and Administration Suggestions are put forward in the government's policy in order to provide forward-looking thinking for the successful implementation of the standard.
Further research was attempted for the "guidelines for kindergarten teachers" training form, intended to explore the standard after the implementation of teacher training can try effective training mode. Through teacher training, found participatory training on ability of teachers' training requirements are relatively high, did not achieve the desired results. Therefore, researchers believe that, in view of the differences the education ability of teachers at different levels, can adopt the participatory training and other training mode combination.
In summary, the study found that < > > in the central town area especially Township kindergarten implementation is not in place. The teachers in urban areas of relatively detailed guidelines > < welcome. In order to realize the effective combination of < > > and < > guide, need external support of educational policy and teacher training of internal security.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G615

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張三花;袁愛玲;;基于有限市場化的學(xué)前教師培訓(xùn)政策創(chuàng)新探析[J];教育導(dǎo)刊(下半月);2011年06期

相關(guān)博士學(xué)位論文 前1條

1 邱瑜;論幼兒園課程的診斷與改進(jìn)[D];華東師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前2條

1 李潔;美國德克薩斯州早期學(xué)習(xí)標(biāo)準(zhǔn)研究[D];西南大學(xué);2012年

2 楊銳;美國北卡羅來納州《嬰幼兒學(xué)習(xí)與發(fā)展指南》研究[D];西南大學(xué);2012年

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本文編號：1530064