【摘要】： 本研究基于社會(huì)變革背景下,隨著城市的發(fā)展進(jìn)程,大量外來人口涌入上海被郊區(qū)吸納,中心區(qū)域持續(xù)向外擴(kuò)張,形成了具有獨(dú)特特征、結(jié)構(gòu)及功能的典型地帶——城鄉(xiāng)結(jié)合部,該地區(qū)與中心城區(qū)在教育資源、人口成分、經(jīng)濟(jì)發(fā)展、文化觀念等方面存在較大差異,外來人口子女涌入幼兒園,對(duì)教師和幼兒園教育提出新的挑戰(zhàn)。同時(shí),基于上海市幼兒園在第二期課程改革中已經(jīng)進(jìn)入了具體化的操作過程和實(shí)踐階段這一背景,園本教研成為教師發(fā)展的有效途徑,但每個(gè)幼兒園的幼兒、教師、所處的環(huán)境都不相同,要解決的問題也不一樣,因此本研究以上海城鄉(xiāng)結(jié)合部和中心城區(qū)幼兒園的園本教研特點(diǎn)為切入點(diǎn)。 園本教研所指的“研究”體現(xiàn)出地域特點(diǎn)、文化特點(diǎn)、必定受到不同地區(qū)的幼兒、教師的影響,這種研究不是追求科學(xué)主義的量化研究,不追求創(chuàng)建統(tǒng)一的模式,而更多的是一種教師所擅長(zhǎng)的、基于多種實(shí)踐情境的反思性敘事研究,因此,園本教研的研究結(jié)果的可信性不以能否經(jīng)得起“重復(fù)性檢驗(yàn)”或“統(tǒng)計(jì)學(xué)測(cè)量”來考察的,而是以這種教育研究是否能夠解決教育實(shí)際問題來進(jìn)行考量,也就是園本教研的結(jié)果的“可用性”即代表了它的“可信性”,因此本研究沒有對(duì)兩地區(qū)園本教研的結(jié)果進(jìn)行差異性檢驗(yàn)等量化處理也是基于這樣的立場(chǎng)。 本研究從上海市城鄉(xiāng)結(jié)合部與中心城區(qū)分別選取三所幼兒園為研究對(duì)象,采用問卷法、訪談法、觀察法、實(shí)物分析法為研究方法,對(duì)幼兒園園本教研的情況進(jìn)行了面上調(diào)查和縱向跟蹤觀察,以兩地區(qū)幼兒園園本教研的特點(diǎn)即獨(dú)特之處為研究興趣,概括出面上調(diào)查發(fā)現(xiàn)的差異,對(duì)縱向觀察發(fā)現(xiàn)的特點(diǎn)進(jìn)行了比較,即組織形式的單一性與多樣性,具體內(nèi)容的聚焦性與發(fā)散性,制度建設(shè)的反饋機(jī)制與保障機(jī)制,園長(zhǎng)角色的溝通者與引領(lǐng)者,文化氛圍的開始平等對(duì)話與成熟的民主氛圍,外部支持的封閉變開放與有力外部支持。在此基礎(chǔ)上,從幼兒、教師、區(qū)域環(huán)境三方面進(jìn)行比較,分析形成兩地區(qū)園本教研特點(diǎn)的原因,最后為園本教研提出發(fā)展建議,包括:為學(xué)前教育階段的外來人口子女提供教育關(guān)懷;幫助城鄉(xiāng)結(jié)合部幼兒園開展園本教研;倡導(dǎo)教育公平視角下的園本教研;園本教研中三對(duì)關(guān)系的協(xié)調(diào);通過“敘事記錄”反饋園本教研。期望為更好地開展園本教研提供理論參考和實(shí)踐依據(jù),為我國(guó)其他處于城市化進(jìn)程中、位于城鄉(xiāng)結(jié)合部的幼兒園開展園本教研提供參考。
[Abstract]:Based on the background of social change, with the development of the city, a large number of foreign population has been absorbed into the suburbs of Shanghai, and the central area continues to expand outwards, forming a unique feature. The typical area of structure and function is the combination of urban and rural areas. There are great differences between this area and the central city in educational resources, population composition, economic development, cultural concept, etc. New challenges to teachers and kindergarten education. At the same time, based on the background that Shanghai Kindergarten has entered the concrete operation process and practice stage in the second phase of curriculum reform, kindergarten based teaching and research has become an effective way for teachers to develop. The environment is different and the problems to be solved are different. Therefore, this study is based on the characteristics of kindergarten teaching and research in Shanghai urban and rural areas and central urban kindergartens. The "research" referred to by the Yuan-based Institute of Teaching and Research embodies the regional and cultural characteristics, and must be influenced by young children and teachers from different regions. This kind of research is not the pursuit of scientific quantitative research and does not seek to create a unified model. But it is a kind of reflective narrative research that teachers are good at, based on many practical situations. Therefore, the credibility of the research results is not examined by whether they can withstand the "repeatability test" or "statistical measurement". Rather, it is based on whether this kind of educational research can solve the practical problems of education, that is, the "usability" of the results of the teaching and research in the garden represents its "credibility." Therefore, this research does not carry on the difference test and so on quantification processing to the two regions' garden-based teaching and research results, is also based on this position. In this study, three kindergartens were selected from the urban and rural areas and the central city of Shanghai as the research objects. Questionnaire, interview, observation and physical analysis were used as the research methods. Based on the investigation and longitudinal observation of kindergarten teaching and research, this paper summarizes the differences found in the investigation, taking the characteristics of kindergarten teaching and research in the two regions as the research interest. The characteristics of longitudinal observation are compared, that is, the singularity and diversity of organization form, the focus and divergence of concrete content, the feedback mechanism and guarantee mechanism of system construction, the communicator and leader of the director of the garden. The cultural atmosphere begins with equal dialogue and mature democratic atmosphere, the external support is closed and open and the external support is powerful. On this basis, from three aspects of preschool children, teachers and regional environment, this paper analyzes the reasons for forming the characteristics of teaching and research in the two regions, and finally puts forward some suggestions for the development of the teaching and research in the garden. Including: providing educational care for the children of the foreign population in preschool education; To help kindergartens in urban and rural areas to carry out garden-based teaching and research; to advocate the teaching and research in the perspective of education equity; to coordinate the three pairs of relations in the teaching and research; to feed back the teaching and research based on garden through "narrative record". It is expected to provide theoretical and practical basis for better development of garden-based teaching and research, and provide reference for other kindergartens in the process of urbanization, located in urban and rural areas, to carry out garden-based teaching and research.
【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】：2008
【分類號(hào)】：G617

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