本文選題：課程改革　切入點(diǎn)：幼兒園課程改革　出處：《華東師范大學(xué)》2005年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來,隨著課程改革的不斷深入,人們在關(guān)注課程改革的同時(shí),也開始關(guān)注課程改革中的教師發(fā)展問題,呈現(xiàn)出課程改革逐漸聚焦于教師發(fā)展的趨勢。但就目前有關(guān)課程改革與教師發(fā)展的研究來看,多是理論上的研究,并且主要研究中小學(xué)的課程改革與教師發(fā)展,有關(guān)幼兒園課程改革與教師發(fā)展的實(shí)踐研究比較少。 基于對以上問題的分析與思考,本研究立足于實(shí)踐,采用個(gè)案研究方式,選擇上海市C區(qū)C幼兒園為研究對象,通過訪談、觀察、文獻(xiàn)查閱等方式收集資料。 本研究首先從理論上梳理了課程改革、教師發(fā)展以及二者的關(guān)系,并從外在要求與內(nèi)在素養(yǎng)相結(jié)合、個(gè)人發(fā)展與生態(tài)環(huán)境創(chuàng)設(shè)相結(jié)合、教師教育機(jī)構(gòu)的培訓(xùn)與幼兒園本位的培訓(xùn)相結(jié)合三個(gè)方面對教師發(fā)展理論進(jìn)行了解讀。 本研究描述了C幼兒園課程改革的歷程,分析了幼兒園在課程改革過程中促進(jìn)教師發(fā)展的途徑:“聽課-評課”活動、教研組活動、“能者為師”的“結(jié)對”指導(dǎo)、專題學(xué)習(xí)與研究等;闡述了幼兒園課程改革在態(tài)度與情感、思維方式與觀念、能力以及外在教育行為等方面對教師發(fā)展的影響。 通過個(gè)案研究,本研究提出了在課程改革過程中促進(jìn)教師發(fā)展的行動建議:(1)明確教師發(fā)展的目的;(2)立足幼兒園本位的教師培訓(xùn);(3)構(gòu)建“伙伴共生”的群體;(4)確保教師的“課程話語權(quán)”。
[Abstract]:In recent years, with the continuous deepening of curriculum reform, people pay attention to the curriculum reform, but also began to pay attention to the development of teachers in curriculum reform. There is a tendency for curriculum reform to focus on the development of teachers. However, the current researches on curriculum reform and teacher development are mostly theoretical, and mainly focus on curriculum reform and teacher development in primary and secondary schools. There are few practical studies on curriculum reform and teacher development in kindergartens. Based on the analysis and thinking of the above problems, this study is based on practice, adopts the method of case study, selects C kindergarten in area C of Shanghai as the research object, collects the data by interview, observation, literature reference and so on. This research firstly combs the curriculum reform, the teacher development and the relationship between them theoretically, and combines the external requirements with the inner accomplishment, the personal development and the ecological environment creation. This paper interprets the theory of teacher development from three aspects: the training of teacher education institution and the training based on kindergarten. This study describes the course of curriculum reform in kindergarten C, and analyzes the ways to promote teachers' development in the course of curriculum reform in kindergartens, such as "listening to class-evaluating lessons", "teaching and research group activities" and "twinning" guidance of "those who can be teachers". This paper expounds the influence of kindergarten curriculum reform on teachers' development in the aspects of attitude and emotion, mode of thinking and concept, ability and external educational behavior. Through case studies, This study puts forward the action suggestion of promoting teachers' development in the course of curriculum reform: (1) clarifying the purpose of teacher development. (2) establishing a group of "partner symbiotic" groups to ensure teachers'"right to speak in curriculum" (3) based on kindergarten based teacher training.
【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】：2005
【分類號】：G612

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 王磊;劉晶波;;1996～2006年我國學(xué)前教育領(lǐng)域關(guān)于“課程”選題的研究狀況及分析——基于三所高校碩士、博士學(xué)位論文的研究[J];學(xué)前教育研究;2008年02期

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本文編號：1566297