本文選題：幼兒園教師　切入點(diǎn)：課程決策　出處：《西南大學(xué)》2007年碩士論文

【摘要】： 隨著幼兒園課程改革的推進(jìn)，幼兒園教師在課程發(fā)展中的主體地位逐步凸顯出來(lái)，，幼兒園教師的課程決策權(quán)得到了提升。本研究以重慶市江北區(qū)一所示范幼兒園為樣本，采用文獻(xiàn)研究與個(gè)案研究相結(jié)合的方法，對(duì)幼兒園教師在課程發(fā)展中的課程決策現(xiàn)狀進(jìn)行研究，分析影響幼兒園教師課程決策的因素，并提出相應(yīng)的建議。 調(diào)查表明：在課程目標(biāo)的決策上，幼兒園教師過(guò)分關(guān)注知識(shí)與技能，對(duì)過(guò)程與方法、情感態(tài)度等重視不夠，有些課程目標(biāo)不具有操作性；在課程內(nèi)容的決策上，幼兒園教師對(duì)生活化的、統(tǒng)整的課程內(nèi)容持認(rèn)同態(tài)度，但選擇課程內(nèi)容時(shí)較少考慮幼兒的生活經(jīng)驗(yàn)，課程內(nèi)容的組織缺乏連續(xù)性和統(tǒng)整性；在課程實(shí)施的決策上，幼兒園教師注重采用多樣化的課程實(shí)施方式，激發(fā)幼兒興趣，但對(duì)幼兒個(gè)體差異關(guān)注不夠；在課程評(píng)價(jià)的決策上，幼兒園教師鼓勵(lì)家長(zhǎng)和幼兒參與課程評(píng)價(jià)，評(píng)價(jià)的方式多樣化，但評(píng)價(jià)的標(biāo)準(zhǔn)較為主觀。 筆者從幼兒園課程改革的特征、相關(guān)人員及資源、教師文化等三個(gè)方面對(duì)幼兒園教師課程決策的影響因素進(jìn)行了分析。最后，從權(quán)力保障、資源保障和能力保障三個(gè)方面對(duì)幼兒園教師更好地進(jìn)行課程決策提出了相應(yīng)建議。
[Abstract]:With the advancement of kindergarten curriculum reform, kindergarten teachers' dominant position in curriculum development has been gradually highlighted, and the curriculum decision-making power of kindergarten teachers has been enhanced. This study takes a model kindergarten in Jiangbei District, Chongqing, as a sample. By combining literature research with case study, the present situation of curriculum decision of kindergarten teachers in curriculum development is studied, the factors influencing curriculum decision of kindergarten teachers are analyzed, and corresponding suggestions are put forward. The investigation shows that kindergarten teachers pay too much attention to knowledge and skills, pay less attention to process and method, and emotional attitude, and some curriculum objectives are not operable, and in the decision-making of curriculum content, kindergarten teachers pay too much attention to knowledge and skills, and pay less attention to process and method, emotional attitude, etc. Kindergarten teachers agree with the integrated curriculum content of life, but less consider the life experience of young children when choosing curriculum content, the organization of curriculum content is lack of continuity and uniformity, and in the decision-making of curriculum implementation, Kindergarten teachers pay attention to adopting diversified curriculum implementation methods to stimulate children's interest, but pay less attention to children's individual differences. In the decision-making of curriculum evaluation, kindergarten teachers encourage parents and children to participate in curriculum evaluation. The way of evaluation is diversified, but the standard of evaluation is subjective. The author analyzes the influencing factors of kindergarten teachers' curriculum decision from three aspects: the characteristics of kindergarten curriculum reform, related personnel and resources, and teacher culture. Some suggestions are put forward for kindergarten teachers to make curriculum decision better from three aspects: resource guarantee and ability guarantee.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前4條

1 孫麗影;幼兒教師課程權(quán)力個(gè)案研究[D];哈爾濱師范大學(xué);2010年

2 吳迪;合作中的小學(xué)教師課程決策研究[D];東北師范大學(xué);2011年

3 欒文彥;民辦幼兒園教師參與課程決策的個(gè)案研究[D];西南大學(xué);2010年

4 徐運(yùn)榮;幼兒園日常活動(dòng)中教師生成課程的個(gè)案研究[D];東北師范大學(xué);2012年

本文編號(hào)：1653297