【摘要】： 隨著對(duì)混齡教育價(jià)值的認(rèn)識(shí),混齡教育在世界范圍內(nèi)受到重視,很多研究者認(rèn)為混齡教育與同齡教育相比,更有利于兒童社會(huì)性、認(rèn)知、情感等多方面的發(fā)展。隨著我國(guó)獨(dú)生子女政策的實(shí)行,獨(dú)生子女增多,他們的社會(huì)性等多方面發(fā)展遇到一些問題,這一點(diǎn)引起了教育界的關(guān)注,普遍認(rèn)為混齡教育可以一定程度上彌補(bǔ)這方面的缺陷,因此一些幼兒園也主動(dòng)或被動(dòng)地采用了混齡編班這一教育模式。我國(guó)農(nóng)村幼兒園存在大量的混齡教育,但由于國(guó)情特殊,農(nóng)村和城市差距很大。如果農(nóng)村幼兒園混齡教育實(shí)施可以發(fā)揮混齡教育應(yīng)有的價(jià)值,會(huì)更加有利于廣大農(nóng)村幼兒的發(fā)展,甚至對(duì)整個(gè)學(xué)前教育也是一個(gè)貢獻(xiàn)。然而農(nóng)村幼兒園混齡教育的狀況如何,卻很少有研究者涉足。 本研究抽取了河南省潢川縣混齡教育的三所幼兒園作為研究對(duì)象,通過文獻(xiàn)整理并結(jié)合觀察法、訪談法,分別對(duì)三所幼兒園的混齡教育情況加以調(diào)查研究,研究發(fā)現(xiàn)農(nóng)村幼兒園從事混齡教育有其難言的苦衷,而且教師和家長(zhǎng)的教育觀念落后,教師專業(yè)素質(zhì)不高,幼兒園教育呈現(xiàn)明顯小學(xué)化,在師幼互動(dòng)中教師的行為不能很好地促進(jìn)幼兒之間互動(dòng),使混齡教育的價(jià)值得不到充分體現(xiàn)。農(nóng)村幼兒園混齡教育存在諸多困難的原因,主要與教育觀念落后和社會(huì)對(duì)農(nóng)村幼兒園混齡教育認(rèn)識(shí)和支持不足有很大關(guān)系。建議通過轉(zhuǎn)變觀念、教育培訓(xùn)和教研活動(dòng)及發(fā)揮示范園的模范帶頭作用提高教師的專業(yè)素質(zhì),并加大政府的支持力度,注重家園合作,從而使廣大農(nóng)村幼兒園混齡教育得到良好發(fā)展。
[Abstract]:With the understanding of the value of mixed age education, mixed age education has been paid attention to all over the world. Many researchers believe that mixed age education is more conducive to the development of children's sociality, cognition, emotion and so on than the same age education. With the implementation of the one-child policy in our country, the number of only children has increased, and their social development has encountered some problems, which has attracted the attention of the educational circles. It is generally believed that mixed age education can make up for this defect to a certain extent. Therefore, some kindergartens also actively or passively adopt the education model of mixed age classes. There are a large number of mixed age education in rural kindergartens in China, but because of the special national conditions, the gap between rural and urban areas is very large. If the implementation of mixed age education in rural kindergartens can give full play to the value of mixed age education, it will be more conducive to the development of rural children, and even contribute to the whole preschool education. However, there are few researchers involved in the mixed age education in rural kindergartens. In this study, three kindergartens of mixed age education in Huangchuan County, Henan Province were selected as the research objects, and the mixed age education of the three kindergartens was investigated and studied by means of literature collation, observation and interview. The study found that the rural kindergarten engaged in mixed age education has its own difficult reasons, and the educational concept of teachers and parents is backward, the professional quality of teachers is not high, kindergarten education presents obvious primary education. In the interaction between teachers and children, teachers' behavior can not promote the interaction between young children, so that the value of mixed age education can not be fully reflected. There are many difficult reasons for the mixed age education in rural kindergartens, which is mainly related to the backward educational concept and the lack of social understanding and support for the mixed age education in rural kindergartens. It is suggested that the professional quality of teachers should be improved by changing concepts, education and training, teaching and research activities, and giving full play to the exemplary leading role of demonstration parks, and that the support of the government should be strengthened and attention should be paid to home cooperation. As a result, the mixed age education in rural kindergartens has been well developed.
【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】：2009
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 成潔萍;混齡教育促進(jìn)幼兒社會(huì)性發(fā)展研究[D];山東師范大學(xué);2011年

2 史文秀;中小學(xué)布局調(diào)整背景下西北農(nóng)村幼兒教育事業(yè)發(fā)展的案例研究[D];西北師范大學(xué);2011年

3 沈吟;混齡教育過程考察[D];南京師范大學(xué);2011年

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本文編號(hào)：2492390