本文選題：幼兒園特色課程 + 幼兒園特色課程建設(shè)　； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：幼兒園特色課程是優(yōu)質(zhì)的幼兒園參照?qǐng)@本教育理念和教育目標(biāo),組織優(yōu)秀的師資團(tuán)隊(duì),依據(jù)本園的教育經(jīng)驗(yàn)和課程開發(fā)能力,以幼兒為本,著眼于幼兒全面和諧發(fā)展,滿足幼兒的興趣與個(gè)性化需求,并依托幼兒、教師、家長(zhǎng)、社區(qū)及課程專家的優(yōu)勢(shì),充分挖掘園內(nèi)外課程文化資源,最終形成的在內(nèi)容和形式上具有獨(dú)特性和影響力的一套優(yōu)秀的特色課程體系。幼兒園特色課程建設(shè)既促進(jìn)幼兒的全面發(fā)展,同時(shí)也提升了幼兒教師的專業(yè)化發(fā)展,最終促進(jìn)幼兒園的特色發(fā)展。本研究通過對(duì)已有相關(guān)文獻(xiàn)進(jìn)行梳理,厘清確定了幼兒園特色課程建設(shè)的理論基礎(chǔ);通過問卷調(diào)查,對(duì)廣東省21個(gè)地級(jí)市的幼兒園園長(zhǎng)與教師進(jìn)行了特色課程建設(shè)現(xiàn)狀的調(diào)查;通過訪談法與案例分析,進(jìn)一步了解幼兒園特色課程建設(shè)的實(shí)踐狀況,并深入探究幼兒園特色課程建設(shè)存在的主要問題及原因剖析,最后為廣東省幼兒園特色課程建設(shè)提出了思考與建議。研究發(fā)現(xiàn),大多數(shù)幼兒園認(rèn)為有必要建設(shè)特色課程,但不同性質(zhì)、不同地區(qū)幼兒園對(duì)特色課程內(nèi)涵理解有顯著差異,許多幼兒園不認(rèn)可特色課程能作為衡量辦園水平與教育質(zhì)量的標(biāo)準(zhǔn);理想的特色課程應(yīng)先是有益于幼兒的全面發(fā)展,且促進(jìn)幼兒的發(fā)展是建設(shè)的主要?jiǎng)右?特色課程類型多樣,以“藝術(shù)類”居多,“科技類”最少,不同性質(zhì)、不同地區(qū)幼兒園在其他特色類型上有顯著差異;特色課程建設(shè)時(shí)間主要集中在“3年以下”,研究起步比較晚;促進(jìn)幼兒全面發(fā)展是實(shí)施的重點(diǎn),改變教師觀念是建設(shè)的重點(diǎn);特色課程建設(shè)的自主性明顯不足;“教研交流”是主要的培訓(xùn)方式,并以“每周一次”為主;特色課程注重對(duì)“特色課程體系”與“特色課程實(shí)施”的管理,忽視對(duì)特色資源的管理,對(duì)地域文化資源的開發(fā)利用不足;注重加強(qiáng)培訓(xùn),提升教師課程設(shè)計(jì)和教學(xué)能力,但對(duì)教師科研能力和課程資源開發(fā)能力重視不夠,也忽視對(duì)家長(zhǎng)、社區(qū)資源以及幼兒園文化構(gòu)建的管理;觀察法是較常用來評(píng)價(jià)效果的方法,特色課程建設(shè)效果“比較理想”,而“更好地促進(jìn)幼兒的發(fā)展”效果體現(xiàn)最明顯;大多數(shù)教師“較認(rèn)同”建設(shè)特色課程,且民辦園教師的認(rèn)可度高于公辦園;“缺乏專家指導(dǎo)”、“缺乏相關(guān)理論”、“缺乏上級(jí)教育部門的支持”是建設(shè)中的最主要困難,因而“有關(guān)專家的指導(dǎo)及培訓(xùn)相關(guān)的理論”是最迫切需要的幫助。針對(duì)廣東省幼兒園特色課程的建設(shè)現(xiàn)狀,并對(duì)存在問題的討論、分析,本研究提出了以下建議:規(guī)范完善幼兒園特色課程建設(shè)體系;實(shí)行均衡扶持,強(qiáng)化政策環(huán)境建設(shè);激發(fā)教師建設(shè)動(dòng)機(jī),扎實(shí)教師理論基礎(chǔ),多形式提高建設(shè)能力;鼓勵(lì)專業(yè)力量介入,綜合建立優(yōu)質(zhì)的特色資源庫(kù);構(gòu)建民主、和諧的幼兒園文化,營(yíng)造良好的建設(shè)氛圍;建設(shè)多渠道的特色課程分享交流平臺(tái)。
[Abstract]:The characteristic curriculum of kindergarten is a kind of high-quality kindergarten with reference to the educational idea and goal of the kindergarten, and an excellent team of teachers is organized. According to the educational experience and the ability of curriculum development of the kindergarten, the kindergarten is focused on the all-round and harmonious development of the child. To meet the interests and individual needs of children, and rely on the advantages of children, teachers, parents, community and curriculum experts, fully tap the resources of curriculum culture in and out of the garden, The final formation of the content and form of a unique and influential set of outstanding characteristics of the curriculum system. The construction of kindergarten characteristic curriculum not only promotes the all-round development of children, but also promotes the professional development of kindergarten teachers, and finally promotes the characteristic development of kindergartens. By combing the relevant literature, this study clarifies the theoretical basis of kindergarten characteristic curriculum construction, and investigates the current situation of characteristic curriculum construction among kindergarten directors and teachers in 21 prefectural cities in Guangdong province by questionnaire survey. Through the method of interview and case analysis, we can further understand the practical situation of kindergarten characteristic curriculum construction, and probe into the main problems and reasons of kindergarten characteristic curriculum construction. At last, the author puts forward some thoughts and suggestions for the construction of characteristic curriculum of kindergarten in Guangdong province. It is found that most kindergartens think it is necessary to construct the characteristic curriculum, but there are significant differences in the connotation of characteristic curriculum in different kindergartens in different areas. Many kindergartens do not recognize the characteristic curriculum as the standard to measure the level of running the kindergarten and the quality of education; the ideal characteristic curriculum should be beneficial to the overall development of children, and promote the development of young children is the main motivation of the construction; Most of them are "art", "science and technology" are the least, different nature, there are significant differences in other characteristic types of kindergarten in different regions, the construction time of characteristic curriculum is mainly "less than 3 years", the research starts relatively late; Promoting the all-round development of children is the focus of implementation, changing teachers' concept is the focus of construction, the autonomy of characteristic curriculum construction is obviously insufficient, "teaching and research exchange" is the main training method, and "once a week" is the main training method. The characteristic curriculum pays attention to the management of "characteristic curriculum system" and "characteristic curriculum implementation", neglects the management of characteristic resources, and lacks the development and utilization of regional cultural resources, and emphasizes on strengthening training, improving teachers' curriculum design and teaching ability. However, teachers' scientific research ability and curriculum resource development ability are not paid enough attention to, and the management of parents, community resources and kindergarten culture construction is neglected, observation method is more often used to evaluate the effect, and the characteristic curriculum construction effect is "relatively ideal". The effect of "better promoting the development of young children" is the most obvious; most teachers "agree" with the construction of characteristic courses, and the acceptance of private kindergarten teachers is higher than that of public gardens; "lack of expert guidance" and "lack of relevant theories". "lack of support from higher education departments" is the main difficulty in the construction, so "the guidance of experts and related theories of training" is the most urgent need of help. In view of the present situation of characteristic curriculum construction in kindergartens in Guangdong Province and the discussion and analysis of existing problems, this study puts forward the following suggestions: standardizing and perfecting the construction system of characteristic curriculum in kindergartens, carrying out balanced support and strengthening the construction of policy environment; To stimulate the motivation of teacher construction, to strengthen the theoretical foundation of teachers, to improve the ability of construction in various forms; to encourage professional forces to intervene, to comprehensively establish a high-quality resource bank with characteristics, to build a democratic and harmonious kindergarten culture, and to create a good atmosphere for construction; Build a multi-channel characteristic course sharing exchange platform.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G612

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相關(guān)期刊論文 前10條

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本文編號(hào)：1791011