發(fā)布時間：2018-05-31 19:55

  本文選題：幼兒園 + 科學(xué)　； 參考：《西南大學(xué)》2008年博士論文

【摘要】： 上個世紀(jì)70年代以來,研究者意識到課程實施過程的重要性,開始將注意力從課程設(shè)計轉(zhuǎn)移到課程實施上來。而課程實施的研究最為關(guān)心的是課程在實踐中的表現(xiàn)和命運。 2001年教育部頒布了《幼兒園教育指導(dǎo)綱要(試行)》,在新的課程理念的指導(dǎo)下將幼兒園的課程劃分為健康、語言、社會、科學(xué)、藝術(shù)等五個領(lǐng)域,并交由幼兒園實施。但是目前非常缺乏關(guān)于該課程文件在實踐中是如何被實施的研究。為了深入了解實施現(xiàn)狀,發(fā)現(xiàn)實施中存在的問題,為改進(jìn)課程設(shè)計提供依據(jù)和建議,本論文試圖從科學(xué)領(lǐng)域的課程入手來研究幼兒園是如何實施正式課程的。 在整理分析課程實施相關(guān)文獻(xiàn)的基礎(chǔ)上,本論文形成了理論假設(shè)和研究框架:幼兒教師是幼兒園實施科學(xué)領(lǐng)域課程的主體和關(guān)鍵人物;教師實施科學(xué)領(lǐng)域課程是在幼兒園既往科學(xué)領(lǐng)域課程及其實施所構(gòu)筑的基礎(chǔ)上進(jìn)行的;教師會在自己所持課程取向的作用下去理解正式課程,并在理解的基礎(chǔ)上對課程要素做出處理�；谏鲜稣J(rèn)識,本研究主要探討以下幾個方面的問題:幼兒園科學(xué)領(lǐng)域課程實施的歷史經(jīng)驗基礎(chǔ);幼兒教師的科學(xué)課程取向;幼兒教師對于科學(xué)領(lǐng)域正式課程的理解;幼兒教師對科學(xué)領(lǐng)域課程要素的處理;影響幼兒教師實施科學(xué)領(lǐng)域課程的因素。 本研究通過查閱、整理分析文獻(xiàn),將我國幼兒園科學(xué)領(lǐng)域課程發(fā)展和實施劃分為混沌狀態(tài)、整個的、分科的和綜合的四個階段,并總結(jié)了每個階段的特點;然后自行設(shè)計了具有較高信度和效度的幼兒園科學(xué)領(lǐng)域課程實施問卷,對來自不同性質(zhì)、不同級別幼兒園的428位幼兒教師進(jìn)行了問卷調(diào)查,以了解幼兒教師的科學(xué)課程取向、幼兒教師對于科學(xué)領(lǐng)域正式課程的理解狀況以及教師在實施課程的過程中是如何處理課程要素的,了解影響幼兒教師實施科學(xué)領(lǐng)域課程的因素。 通過對調(diào)查問卷結(jié)果的統(tǒng)計分析,得到以下結(jié)論:人本主義的科學(xué)課程取向在幼兒教師的科學(xué)課程取向中居于核心地位,支配著幼兒教師對于科學(xué)領(lǐng)域課程的實施;教師對于正式課程的理解比較接近正式課程的原意;教師理解課程的行為主要是凋整建構(gòu),而不是補充反思和聯(lián)想概括;教師采用人本主義的處理方式來處理科學(xué)課程的要素——目標(biāo)、內(nèi)容、教學(xué)和評價;教師的課程取向和教師對于正式課程的理解可以很好地預(yù)測教師對于課程要素的處理;影響教師實施科學(xué)領(lǐng)域課程的主要因素是領(lǐng)導(dǎo)因素和教師能力因素。 根據(jù)研究的結(jié)果,研究者提出以下改進(jìn)幼兒園科學(xué)領(lǐng)域課程實施的建議:更新幼兒園課程設(shè)計的理念;通過多種方式促進(jìn)教師對于正式課程的理解;強化幼兒園園長對于科學(xué)領(lǐng)域課程實施的領(lǐng)導(dǎo);在綜合科學(xué)課程的視野下更新幼兒教師專業(yè)發(fā)展課程。
[Abstract]:Since the 70s of last century, researchers have realized the importance of the course implementation process and began to shift attention from curriculum design to curriculum implementation. The research of curriculum implementation is the most concerned about the performance and fate of the curriculum in practice.
In 2001, the Ministry of Education promulgated the guidelines for Kindergarten Education (Trial). Under the guidance of the new curriculum concept, the kindergarten curriculum was divided into five fields, such as health, language, society, science, and art. However, there was a lack of research on how the course documents were implemented in practice. To understand the current situation and to find out the existing problems in the implementation, to provide the basis and suggestions for the improvement of the curriculum design, this paper tries to study how kindergartens implement formal courses from the science field.
On the basis of the relevant literature of the implementation of the analysis of the curriculum, the thesis has formed a theoretical hypothesis and a research framework: preschool teachers are the main subjects and key figures in the implementation of the science curriculum in the kindergarten; the curriculum for the implementation of Science in the field of science is based on the curriculum and implementation of the previous Science in the kindergarten. On the basis of the above understanding, this study mainly discusses the following aspects: the historical experience foundation of the implementation of the curriculum in the kindergarten science field, the science curriculum of preschool teachers, and the preschool teachers in the field of science. The understanding of curriculum; the treatment of preschool teachers' curriculum elements in science; and the factors that affect preschool teachers' implementation of science curriculum.
Through consulting and sorting out the literature, this study divides the curriculum development and implementation of the science field of our country into chaos, the whole, the division and the comprehensive four stages, and summarizes the characteristics of each stage, and then designs a questionnaire with higher reliability and validity in the kindergarten science field. In order to understand the science curriculum orientation of preschool teachers, the understanding of preschool teachers' understanding of the formal curriculum in the field of science and how the teachers handle the course elements in the course of the curriculum, the factors that affect the implementation of the science curriculum in the kindergarten teachers are investigated by 428 kindergarten teachers at different levels.
Through the statistical analysis of the results of the questionnaire, we get the following conclusion: the orientation of humanistic science curriculum is in the core position in the science curriculum of preschool teachers, dominates the implementation of preschool teachers' Curriculum in the field of science; teachers' understanding of formal curriculum is closer to the original meaning of the formal curriculum; teachers understand the course of the curriculum. It is mainly the withering construction, not the supplementary reflection and the association summary; the teacher uses the humanistic approach to deal with the elements of the science curriculum: the objective, the content, the teaching and the evaluation; the teacher's curriculum orientation and the teacher's understanding of the formal curriculum can well predict the teacher's handling of the course elements; influence the teacher's implementation. The main factors in the field of science are leadership and teacher competence.
According to the results of the study, the researchers put forward the following suggestions to improve the implementation of the kindergarten science curriculum: renewing the concept of kindergarten curriculum design; promoting teachers' understanding of the formal curriculum through a variety of ways; strengthening the leadership of the kindergarten chief for the implementation of the curriculum in the field of science; and updating preschool teachers from the perspective of the comprehensive science curriculum. Professional development course.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2008
【分類號】：G613

【引證文獻(xiàn)】

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本文編號：1961086