本文選題：園本課程　切入點(diǎn)：課程開(kāi)發(fā)　出處：《鞍山師范學(xué)院》2014年碩士論文

【摘要】：近年來(lái)，伴隨基礎(chǔ)教育課改的不斷深入，幼兒園課程的“園本化”現(xiàn)象日趨明顯，越來(lái)越多的幼兒園開(kāi)始開(kāi)發(fā)園本課程。園本課程開(kāi)發(fā)是結(jié)合幼兒園和當(dāng)?shù)刭Y源，以幼兒園為基地，課程專家、教研人員、教師、家長(zhǎng)等共同參與的，制定園本課程目標(biāo)、選擇課程內(nèi)容、組織教學(xué)和評(píng)價(jià)的一系列實(shí)踐過(guò)程。園本課程開(kāi)發(fā)確立了教師的主體地位，為幼兒教師的專業(yè)發(fā)展提供了機(jī)遇和挑戰(zhàn)。課程開(kāi)發(fā)要求教師具有更高的專業(yè)水平，教師亟需通過(guò)課程開(kāi)發(fā)得到專業(yè)發(fā)展。因此在園本課程開(kāi)發(fā)視域下，探討教師專業(yè)發(fā)展問(wèn)題，具有重大的理論價(jià)值和實(shí)踐意義。本研究基于幼兒教師專業(yè)發(fā)展的背景，以園本課程開(kāi)發(fā)為視域，探討課程開(kāi)發(fā)中幼兒教師專業(yè)發(fā)展的現(xiàn)狀，分析存在的問(wèn)題，通過(guò)園本課程開(kāi)發(fā)提出促進(jìn)教師專業(yè)發(fā)展的策略，從而推進(jìn)幼兒教師專業(yè)發(fā)展的進(jìn)程，提高幼兒園教育教學(xué)質(zhì)量。 本論文圍繞園本課程開(kāi)發(fā)視域下幼兒教師專業(yè)發(fā)展的問(wèn)題展開(kāi)，共分五部分。 第一部分為導(dǎo)論，主要闡述了本研究的研究緣起、研究意義、研究現(xiàn)狀、研究思路、研究方法。在總結(jié)前人相關(guān)研究的基礎(chǔ)上，結(jié)合實(shí)際觀察，對(duì)“幼兒園課程”、“園本課程開(kāi)發(fā)”、“幼兒教師專業(yè)發(fā)展”核心概念進(jìn)行界定。 第二部探討園本課程開(kāi)發(fā)和幼兒教師專業(yè)發(fā)展的關(guān)系。闡述了園本課程開(kāi)發(fā)為幼兒教師專業(yè)發(fā)展提供機(jī)遇，是教師專業(yè)發(fā)展的有效途徑，同時(shí)，，教師專業(yè)發(fā)展也是保障園本課程開(kāi)發(fā)的重要前提。 第三部分通過(guò)對(duì)鞍山市X幼兒園的園長(zhǎng)和教師的訪談和問(wèn)卷調(diào)查，了解在園本課程開(kāi)發(fā)中幼兒教師專業(yè)發(fā)展的現(xiàn)狀。 第四部分總結(jié)園本課程開(kāi)發(fā)中存在的問(wèn)題并分析原因。 第五部分探討在園本課程開(kāi)發(fā)視域下，促進(jìn)幼兒教師專業(yè)發(fā)展的策略。
[Abstract]:In recent years, with the deepening of the curriculum reform of basic education, the phenomenon of "kindergarten based curriculum" becomes more and more obvious. More and more kindergartens begin to develop the kindergarten curriculum, which is based on the combination of kindergarten and local resources. With kindergarten as the base, curriculum experts, teaching and research staff, teachers, parents, etc., to work out the garden-based curriculum objectives and to select the curriculum content, Organizing a series of practical processes of teaching and evaluation. The curriculum development of the garden has established the teacher's main position, has provided the opportunity and the challenge for the professional development of the preschool teacher, the curriculum development request the teacher to have the higher specialized level, It is urgent for teachers to get professional development through curriculum development. Therefore, it is of great theoretical value and practical significance to explore the problem of teachers' professional development from the perspective of kindergarten curriculum development. This study is based on the background of preschool teachers' professional development. This paper discusses the present situation of preschool teachers' professional development in curriculum development, analyzes the existing problems, and puts forward the strategies to promote teachers' professional development through the development of garden based curriculum, so as to promote the process of preschool teachers' professional development. Improve the quality of kindergarten education and teaching. This thesis focuses on the professional development of kindergarten teachers from the perspective of curriculum development, which is divided into five parts. The first part is the introduction, mainly elaborated the research origin, the research significance, the research present situation, the research thought, the research method. The core concepts of "kindergarten curriculum", "kindergarten curriculum development" and "preschool teacher professional development" are defined. The second part discusses the relationship between the development of kindergarten curriculum and the professional development of kindergarten teachers. It expounds that the development of kindergarten curriculum provides opportunities for the professional development of kindergarten teachers, which is an effective way for teachers' professional development, and at the same time, Teachers' professional development is also an important prerequisite to ensure the development of garden-based curriculum. The third part through the interview and questionnaire survey to the kindergarten head and teachers of Anshan X kindergarten to understand the current situation of preschool teachers' professional development in the development of kindergarten curriculum. The fourth part summarizes the problems existing in the course development and analyzes the reasons. The fifth part discusses the strategies to promote the professional development of preschool teachers from the perspective of garden-based curriculum development.
【學(xué)位授予單位】：鞍山師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G615

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