本文選題：課程管理 + 幼兒教師　； 參考：《華南師范大學(xué)》2007年碩士論文

【摘要】： 幼兒教師在課程管理中的角色，是伴隨著新一輪的課程改革來到我們面前的一個(gè)問題。本研究旨在考察在當(dāng)前的課程走向開放化、多元化的基礎(chǔ)上幼兒教師自身對(duì)其課程管理角色的定位。筆者借鑒相關(guān)研究的基礎(chǔ)上，對(duì)來自一所公辦園的16位教師與一所民辦園的15位教師進(jìn)行了個(gè)體訪談，對(duì)另外5位教師進(jìn)行了集體訪談，并對(duì)訪談所得資料進(jìn)行主題分析與內(nèi)容分析，將其歸納與整理。研究表明教師對(duì)自身管理角色的定位主要集中在課程的三個(gè)階段、8種角色，分別是：課程規(guī)劃階段的基層決策者—高層擁護(hù)者、課程資源的開發(fā)者與整合者；課程實(shí)施階段的實(shí)施過程引導(dǎo)者、人際關(guān)系協(xié)調(diào)者、合作者；課程評(píng)價(jià)階段的破舊立新者、標(biāo)準(zhǔn)制定參與者與積極反饋者。并借鑒了教育組織行為學(xué)與管理學(xué)領(lǐng)域的理論對(duì)影響幼兒教師自身課程管理角色定位的主要外部與內(nèi)部因素進(jìn)行了探討，主要包括外部的三個(gè)因素：即教師幼兒園的組織文化與組織氣候所處的課程管理層次、、外部賦權(quán)；內(nèi)部的三個(gè)主要影響因素為：幼兒教師的心智模式、教師的課程管理意識(shí)以及教師的課程管理能力。并在此基礎(chǔ)上提出了幫助幼兒教師實(shí)現(xiàn)自身課程管理角色的建議。也就是，在外部條件的創(chuàng)造上，，提出可以拓寬高層與基層的溝通渠道、建立起民主的組織文化和開放的組織氣候、加強(qiáng)對(duì)教師的外部賦權(quán)；在內(nèi)部條件的創(chuàng)造上，提出要健全教師的心智模式、提高教師的課程管理意識(shí)與能力。本研究從管理學(xué)的視角出發(fā)，強(qiáng)調(diào)了教師在課程管理中的重要作用，也希望能其他課程利益相關(guān)者共同來關(guān)注教師在課程改革中的作用。
[Abstract]:The role of preschool teachers in curriculum management is a problem that comes to us with a new round of curriculum reform. The purpose of this study is to investigate the role of preschool teachers in curriculum management on the basis of the opening and diversification of curriculum. Based on the relevant research, the author conducted individual interviews with 16 teachers from a public garden and 15 teachers from a private garden, and conducted a group interview with the other 5 teachers. And the interview data analysis and content analysis, will be summarized and collated. The research shows that teachers' orientation of their own management role is mainly focused on the three stages of curriculum, namely, the grass-roots decision-makers in the curriculum planning stage-high-level advocates, the developers and integrators of curriculum resources; The implementation of the curriculum implementation stage of the guide, interpersonal relationship coordinator, collaborators; curriculum evaluation stage innovators, standard-setting participants and positive feedback. Using the theory of educational organizational behavior and management for reference, this paper discusses the main external and internal factors that affect the role of preschool teachers in curriculum management. It mainly includes three external factors: the organizational culture and organizational climate of teachers' kindergarten, the level of curriculum management, the external empowerment, and the internal three main influencing factors: the mental model of preschool teachers. Teachers' consciousness of curriculum management and teachers' ability of curriculum management. On the basis of this, some suggestions are put forward to help preschool teachers realize their own role of curriculum management. That is, with regard to the creation of external conditions, it is proposed that the channels of communication between the high-level and the grass-roots level can be broadened, a democratic organizational culture and an open organizational climate can be established, and the external empowerment of teachers should be strengthened; and in terms of the creation of internal conditions, It is necessary to perfect teachers' mental model and improve teachers' consciousness and ability of curriculum management. From the perspective of management, this study emphasizes the important role of teachers in curriculum management, and hopes that other stakeholders can pay attention to the role of teachers in curriculum reform.
【學(xué)位授予單位】：華南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G615

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 劉小林;幼兒園教師集體課程審議的個(gè)案研究[D];東北師范大學(xué);2009年

2 梁瑩;上海市幼兒園教師對(duì)上海教師參考用書認(rèn)識(shí)態(tài)度的調(diào)查研究[D];華東師范大學(xué);2010年

3 趙媛;幼兒園繪本教學(xué)中教師角色定位的研究[D];山東師范大學(xué);2013年

本文編號(hào)：1792869