【摘要】： 文化是組織的靈魂,是組織長期發(fā)展的歷史積淀。組織文化的形成與發(fā)展有其客觀的自然因素,也有其主觀的能動因素。當(dāng)前有關(guān)組織文化建設(shè)對組織發(fā)展重要性的研究日益深入。 在全球化進(jìn)程的沖擊下出現(xiàn)文化趨同現(xiàn)象,理論界與教育界倡導(dǎo)的在多元文化中實(shí)現(xiàn)文化本土化、個性化和民族化的理念受到嚴(yán)峻挑戰(zhàn)。蒙古族文化博大精深,是蒙古族人民智慧的結(jié)晶,在蒙古族聚居地的內(nèi)蒙古地區(qū),蒙古族幼兒園也肩負(fù)著本民族文化傳承與發(fā)展的重?fù)?dān)。本研究根據(jù)組織文化建設(shè)理論和民族學(xué)理論,闡述了蒙古族幼兒園園文化建設(shè)對蒙古族文化傳承的重要性,以及對蒙古族幼兒園教師職業(yè)價值實(shí)現(xiàn)的重要性,即蒙古族幼兒園園文化建設(shè)對蒙古族幼兒園可持續(xù)發(fā)展的重要意義。 本研究采用文獻(xiàn)法、觀察法、訪談法及問卷法,以呼和浩特市蒙古族幼兒園和新城區(qū)蒙古族幼兒園為個案,對兩所蒙古族幼兒園園文化建設(shè)進(jìn)行研究。本研究主要內(nèi)容如下: 首先,本研究以組織文化建設(shè)理論、民族學(xué)理論等為理論基礎(chǔ),根據(jù)蒙古族幼兒園的性質(zhì)和任務(wù),通過對蒙古族幼兒園園文化建設(shè)的思考,創(chuàng)設(shè)以一種豁達(dá)直率、熱情豪放為主要性格特征,以刻苦鉆研、積極進(jìn)取為主的文化氛圍,形成具有蒙漢雙語教育的學(xué)習(xí)共同體。以讓每個幼兒在蒙古族幼兒園受到民族文化熏陶,使其渡過健康快樂的童年為基本辦園方向。 其次,按組織文化建設(shè)維度,將蒙古族幼兒園園文化建設(shè)劃分為精神文化建設(shè)、物質(zhì)文化建設(shè)、制度文化建設(shè)和行為文化建設(shè)四個層面。在對這四個層面進(jìn)行研究的過程中,筆者總結(jié)了蒙古族幼兒園園文化建設(shè)的成績,如墻飾與建筑裝飾運(yùn)用蒙古族特有的符號及標(biāo)志凸顯了民族特色;以雙語教學(xué)為主以及自編蒙古語教材、教具的使用;蒙古族園長自身具有的恢宏博大的氣魄和熱情豁達(dá)的精神感染和領(lǐng)導(dǎo)著全體員工。但在研究的過程中,也發(fā)現(xiàn)了一些問題,如蒙古族特色的物質(zhì)文化建設(shè)缺乏系統(tǒng)性和全面性;園文化建設(shè)的認(rèn)同度以及個性化建設(shè)欠缺;在園文化建設(shè)中教師主體性還未充分體現(xiàn)等。本研究針對蒙古族幼兒園園文化建設(shè)的不足進(jìn)行成因分析,主要從幼兒園對園文化建設(shè)認(rèn)識不足和家長對幼兒園的功利性要求這兩方面進(jìn)行分析。 最后,提出了蒙古族幼兒園園文化建設(shè)的策略。筆者認(rèn)為精神文化建設(shè)是蒙古族幼兒園園文化建設(shè)的核心,應(yīng)把樹立蒙古族幼兒園核心價值觀作為重點(diǎn)。鑒于蒙古族幼兒園園文化建設(shè)的民族特性,物質(zhì)文化建設(shè)方面要注意系統(tǒng)性和全面性;行為文化建設(shè)方面要注重教師主體性的發(fā)揮;制度文化建設(shè)方面要加強(qiáng)“以人為本”的實(shí)施力度以及照顧蒙古族教師群體的生活習(xí)俗。
[Abstract]:Culture is the soul of the organization and the historical accumulation of its long-term development. The formation and development of organizational culture have its own objective natural factors and subjective dynamic factors. At present, the research on the importance of organizational culture construction to organizational development is getting deeper and deeper. Under the impact of the globalization process, the phenomenon of cultural convergence appears, and the ideas advocated by the theorists and the educational circles to realize the localization, individualization and nationalization of multiculturalism are severely challenged. The Mongolian culture is the crystallization of the wisdom of the Mongolian people. In Inner Mongolia, where the Mongolian people live, Mongolian kindergartens also shoulder the burden of the inheritance and development of their own national culture. According to the theory of organizational culture construction and ethnology, this study expounds the importance of Mongolian kindergarten garden culture construction to Mongolian cultural heritage, and the importance of the realization of Mongolian kindergarten teachers' professional value. That is to say, the cultural construction of Mongolian kindergarten is of great significance to the sustainable development of Mongolian kindergarten. In this study, literature, observation, interview and questionnaire were used to study the cultural construction of two Mongolian kindergartens in Hohhot city and in the new urban area. The main contents of this study are as follows: firstly, based on the theory of organizational culture construction and ethnology theory, according to the nature and task of Mongolian kindergarten, the paper thinks about the cultural construction of Mongolian kindergarten garden. To create a kind of open-minded straightforward enthusiasm as the main personality characteristics to study hard positive enterprising cultural atmosphere forming a learning community with Mongolian and Chinese bilingual education. Let every child in Mongolian kindergarten be influenced by national culture, and make it through a healthy and happy childhood as the basic direction. Secondly, according to the dimension of organizational culture construction, the cultural construction of Mongolian kindergarten garden is divided into four levels: spiritual culture construction, material culture construction, system culture construction and behavior culture construction. In the process of studying these four levels, the author summarizes the achievements of Mongolian kindergarten garden culture construction, such as wall decoration and architectural decoration using Mongolian unique symbols and symbols to highlight the national characteristics; Bilingual teaching and the use of self-compiled Mongolian teaching materials and teaching aids; Mongolian head of their own magnificent spirit and enthusiasm and open-minded spirit infection and leadership of all staff. However, in the process of research, some problems have been found, such as the lack of systematicness and comprehensiveness in the construction of material culture with Mongolian characteristics, the lack of identity and individualization in the construction of garden culture. The teacher's subjectivity has not been fully reflected in the garden culture construction. This study aims at the deficiency of Mongolian kindergarten garden culture construction, mainly from two aspects: the lack of understanding of the garden culture construction and the parents' utilitarian requirements of the kindergarten. Finally, put forward the Mongolian kindergarten garden culture construction strategy. The author thinks that spiritual culture construction is the core of Mongolian kindergarten garden culture construction, and should focus on setting up Mongolian kindergarten core values. In view of the national characteristics of the cultural construction of Mongolian kindergarten garden, we should pay attention to systematicness and comprehensiveness in the construction of material culture, pay attention to the exertion of teachers' subjectivity in the construction of behavior culture. In the construction of system culture, we should strengthen the implementation of "people-oriented" and take care of the living customs of Mongolian teachers.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G619.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 李唯瑩;;淺議特教班班級建設(shè)——班主任年度工作總結(jié)[J];中國科技投資;2012年30期

相關(guān)碩士學(xué)位論文 前1條

1 魯娜;蒙古族幼兒園辦園特色研究[D];內(nèi)蒙古師范大學(xué);2011年

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本文編號：2388616