本文選題：教育公正　切入點(diǎn)：教學(xué)策略　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】： 目前教育公平問(wèn)題是教育研究中的一個(gè)熱點(diǎn),但以往的研究比較少關(guān)注課堂教學(xué)過(guò)程中的公平問(wèn)題。本研究認(rèn)為,課堂教學(xué)實(shí)踐作為教師的一種倫理實(shí)踐,討論課堂教學(xué)過(guò)程中的公平實(shí)則涉及的是教育公正問(wèn)題,即教師對(duì)教育公正的了解和認(rèn)識(shí)反映在了教師的教學(xué)實(shí)踐上。以往很少有研究從教師的角度來(lái)談?wù)摻逃?特別是分析教師自身的教育公正觀如何影響著他們的教學(xué)實(shí)踐。為此,本研究嘗試從女性主義和關(guān)懷倫理學(xué)的角度來(lái)揭示以女性為主的幼兒教師群體對(duì)教育公正問(wèn)題的理解,探索如何從內(nèi)部和外部為幼兒教師提供各種支持,以幫助他們形成以教育公正觀為核心的、科學(xué)合理的教育教學(xué)觀,用以有效指導(dǎo)他們的專業(yè)實(shí)踐,促進(jìn)其專業(yè)發(fā)展。 本研究首先對(duì)長(zhǎng)期以來(lái)常被人們所混淆和誤解的“教育公正”和“教育公平”兩大概念進(jìn)行辨析,指出教育公正實(shí)則為教育公平的倫理價(jià)值核心,教育公正本身是教育公平的終極追求;教育公正的最終實(shí)現(xiàn)大致要經(jīng)歷從形式平等到總體公平再到內(nèi)在正義等幾個(gè)不同的發(fā)展層次和過(guò)程。 其次,研究梳理了目前有關(guān)教育公正問(wèn)題研究的現(xiàn)狀,并分析教育公正問(wèn)題在教學(xué)實(shí)踐領(lǐng)域的種種表現(xiàn),認(rèn)為幼兒教師擁有的教育公正觀會(huì)轉(zhuǎn)化為一定的顯性或隱性的教育資源或?qū)嵺`,對(duì)兒童的成長(zhǎng)、教師自身的教學(xué)實(shí)踐和專業(yè)發(fā)展產(chǎn)生重要影響。 第三,通過(guò)對(duì)目前幼兒教師的教育公正觀進(jìn)行問(wèn)卷調(diào)查,并在此基礎(chǔ)上結(jié)合了訪談、課堂觀察等方式,總結(jié)了目前幼兒教師的教育公正觀現(xiàn)狀,發(fā)現(xiàn)幼兒教師的教育公正觀帶有明顯的女性道德思維特點(diǎn)。 最后,基于本研究對(duì)教育公正內(nèi)涵的把握,以及調(diào)查分析后的結(jié)論,從改善幼兒教師的專業(yè)成長(zhǎng)環(huán)境,以及加強(qiáng)教師教育過(guò)程中的教學(xué)倫理教育等方面出發(fā),為促使幼兒教師形成更為合理、科學(xué)的教育公正觀提供相關(guān)建議。
[Abstract]:At present, the issue of educational fairness is a hot topic in educational research, but previous studies have paid less attention to the issue of equity in the course of classroom teaching. This study holds that classroom teaching practice is a kind of ethical practice of teachers. The discussion of fairness in classroom teaching involves the issue of educational justice, that is, teachers' understanding and understanding of educational justice is reflected in teachers' teaching practice. In the past, few studies have talked about educational justice from the perspective of teachers. In particular, the author analyzes how teachers' view of educational justice influences their teaching practice. Therefore, this study attempts to reveal the understanding of the problem of educational justice by the female-dominated group of preschool teachers from the perspective of feminism and caring ethics. This paper explores how to provide all kinds of support for preschool teachers from inside and outside in order to help them to form a scientific and reasonable educational teaching view with the view of educational justice as the core, in order to effectively guide their professional practice and promote their professional development. This study first analyzes the two concepts of "educational justice" and "educational fairness", which are often confused and misunderstood by people for a long time, and points out that educational justice is the core of the ethical value of educational fairness. Educational justice itself is the ultimate pursuit of educational justice, and the ultimate realization of educational justice must go through several different development levels and processes from formal equality to overall equity and then to internal justice. Secondly, the study combs the current situation of the research on the issue of educational justice, and analyzes the various manifestations of the problem of educational justice in the field of teaching practice. It is believed that the concept of educational justice owned by preschool teachers will be transformed into explicit or implicit educational resources or practices, which will have an important impact on the growth of children, teachers' own teaching practice and professional development. Thirdly, through the questionnaire survey of preschool teachers' view of educational justice, and combined with interview and classroom observation, this paper summarizes the present situation of preschool teachers' view of educational justice. It is found that the concept of educational justice of preschool teachers has obvious characteristics of female moral thinking. Finally, based on the understanding of the connotation of educational justice and the conclusion of the investigation and analysis, the author starts from the aspects of improving the professional growth environment of preschool teachers and strengthening the teaching ethics education in the process of teacher education. In order to promote infant teachers to form a more reasonable, scientific concept of educational justice to provide relevant advice.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 李沛;游戲中教師對(duì)不同性別幼兒的教育行為研究[D];西南大學(xué);2012年

2 章曉璇;幼兒教師教學(xué)觀與教學(xué)行為關(guān)系研究[D];西北師范大學(xué);2012年

，

本文編號(hào)：1629497