本文選題：幼兒園層面 + 課程改革��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：關(guān)于自上而下的課程改革有一種籠統(tǒng)的固有理論:教師的素質(zhì)決定了改革成功與否。本研究試圖通過(guò)梳理一所幼兒園改革一日活動(dòng)安排、在本園推行“區(qū)域活動(dòng)”的進(jìn)程,更細(xì)致地揭示影響課程改革的復(fù)雜力量及其互動(dòng)關(guān)系,深化幼兒園課程改革推進(jìn)方式的認(rèn)識(shí)和改革。本研究以質(zhì)性訪談法為主、觀察法為輔,收集了與此改革進(jìn)程有關(guān)的園長(zhǎng)、教師和專家各方的大量資料,得到以下發(fā)現(xiàn):為了貫徹與響應(yīng)上級(jí)政策命令及“課程游戲化”精神,個(gè)案幼兒園打破舊有狀態(tài),進(jìn)行了以區(qū)域活動(dòng)為中心的一日活動(dòng)調(diào)整。由于園內(nèi)管理層對(duì)行政要求及改革愿景領(lǐng)會(huì)的似是而非,權(quán)威型領(lǐng)導(dǎo)方式以及在推行中提供諸如講座、觀摩研討等支持的低效性和教師層在改革中缺乏主動(dòng)性與反思的能力,導(dǎo)致教師在實(shí)際推行過(guò)程中簡(jiǎn)單的將“課程”理解為“集體課”,將“把課程融入?yún)^(qū)域活動(dòng)”簡(jiǎn)單理解為“把課放到區(qū)域活動(dòng)中上”,不同教師對(duì)待區(qū)域活動(dòng)的迥異態(tài)度透露了教師對(duì)改革理解的程度。園內(nèi)管理層與教師層雙方力量未能協(xié)力處理改革中出現(xiàn)的種種問(wèn)題,使得集體活動(dòng)再次回歸一日活動(dòng)的中心地位,并堅(jiān)信此種調(diào)整是對(duì)行政要求的執(zhí)行與課程游戲化的正確解讀。透過(guò)個(gè)案幼兒園對(duì)課程改革的推進(jìn)過(guò)程,揭示出一項(xiàng)改革在實(shí)踐層面阻力重重及推進(jìn)地艱難,其中最為致命的是改革精神在踏進(jìn)幼兒園之門那一刻即被誤解與扭曲,而糾正則需以教師在改革中的焦慮、沮喪等痛苦體驗(yàn)與犧牲幼兒的發(fā)展為代價(jià)�；诖�,研究者提出,一項(xiàng)自上而下的課程改革在幼兒園層面的有效推進(jìn)必須以愿景的充分分享為前提;以信任關(guān)系的建立,學(xué)習(xí)共同體的建構(gòu)為條件。
[Abstract]:There is a general theory about top-down curriculum reform: the quality of teachers determines the success of the reform. This study attempts to introduce the process of "regional activities" in a kindergarten by combing the arrangement of a kindergarten's reform activities, and to reveal in more detail the complex forces that affect the curriculum reform and their interaction. Deepen the understanding and reform of kindergarten curriculum reform. This study is based on qualitative interview method, supplemented by observation method, collects a lot of data from the heads, teachers and experts concerned with the reform process, and finds the following findings: in order to carry out and respond to the policy orders of higher authorities and the spirit of "curriculum gameplay", The case kindergarten broke the old state and carried out a day-long activity adjustment centered on regional activities. Due to the paradoxical understanding of the administrative requirements and reform vision of the management in the garden, the authoritative leadership style, the inefficiency of providing support such as lectures, observation and discussion, and the lack of initiative and introspection of the teachers in the reform, As a result, teachers simply understand "curriculum" as "collective class" and "integrate curriculum into regional activities" as "putting lessons into regional activities". The different attitudes of different teachers towards regional activities reveal the degree of teachers' understanding of the reform. The strength of the management and teachers in the garden failed to work together to deal with the problems that had arisen in the reform, so that the collective activities returned to the centrality of the one-day activities once again. And firmly believe that this adjustment is the implementation of administrative requirements and the correct interpretation of curriculum gaming. Through the process of pushing forward the curriculum reform in the case kindergarten, it reveals that a reform has many obstacles and difficulties in practice, and the most fatal one is that the spirit of reform was misunderstood and distorted at the moment when the kindergarten entered the door of kindergarten. However, correction should be done at the expense of teachers' anxiety and frustration in reform and at the expense of children's development. Based on this, the researcher proposes that the effective promotion of a top-down curriculum reform at the kindergarten level must be based on the full sharing of vision, the establishment of trust relationship and the construction of learning community.
【學(xué)位授予單位】：南京師范大學(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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本文編號(hào)：1863645