【摘要】：國(guó)家政策法規(guī)的重視與支持為推進(jìn)學(xué)前教育督導(dǎo)研究奠定基礎(chǔ),區(qū)(縣)級(jí)督導(dǎo)機(jī)構(gòu)使學(xué)前教育質(zhì)量得以提升,諸多現(xiàn)實(shí)問(wèn)題對(duì)學(xué)前教育督導(dǎo)提出挑戰(zhàn),因此本研究選擇學(xué)前教育督為主題進(jìn)行研究,通過(guò)中國(guó)知網(wǎng)等權(quán)威數(shù)據(jù)庫(kù)檢索發(fā)現(xiàn)學(xué)者們對(duì)于教育督導(dǎo)的研究較多,而學(xué)前教育督導(dǎo)相關(guān)研究不是特別豐富,且對(duì)學(xué)前教育督導(dǎo)評(píng)估和比較教育的研究較多。此類研究多數(shù)闡釋發(fā)達(dá)國(guó)家學(xué)前教育督導(dǎo)有益經(jīng)驗(yàn),并與我國(guó)督導(dǎo)機(jī)制相比較,從而提出我國(guó)學(xué)前教育督導(dǎo)發(fā)展建議。同時(shí)研究者通過(guò)查閱大量文獻(xiàn)發(fā)現(xiàn),我國(guó)督導(dǎo)起步較晚,而學(xué)前教育督導(dǎo)則更晚。目前我國(guó),鮮有從實(shí)踐操作層面上,對(duì)學(xué)前教育督導(dǎo)進(jìn)行全面分析研究,這也正是學(xué)前教育督導(dǎo)所必須解決的問(wèn)題。本研究選取《區(qū)(縣)學(xué)前教育督導(dǎo)運(yùn)行機(jī)制研究——以沈陽(yáng)市某區(qū)為例》為題進(jìn)行研究,以實(shí)踐操作層面為切入點(diǎn),通過(guò)沈陽(yáng)市區(qū)(縣)學(xué)前教育督導(dǎo)運(yùn)行機(jī)制模式及表現(xiàn),運(yùn)行方式與過(guò)程進(jìn)行深入研究,力求為區(qū)(縣)級(jí)學(xué)前教育部門提供可行性建議。研究者為探究區(qū)(縣)學(xué)前教育督導(dǎo)運(yùn)行機(jī)制,以沈陽(yáng)市某區(qū)為例展開(kāi)調(diào)研。研究?jī)?nèi)容分為以下兩個(gè)方面,一是區(qū)(縣)學(xué)前教育督導(dǎo)運(yùn)行機(jī)制模式及表現(xiàn);二是區(qū)(縣)學(xué)前教育督導(dǎo)運(yùn)行方式、過(guò)程。研究結(jié)果表明:1.本研究通過(guò)訪談法、文本分析法對(duì)沈陽(yáng)市某區(qū)學(xué)前教育督導(dǎo)運(yùn)行模式及表現(xiàn)進(jìn)行研究得出,區(qū)(縣)級(jí)學(xué)前教育督導(dǎo)運(yùn)行機(jī)制模式主要有線式督導(dǎo)模式和督學(xué)責(zé)任區(qū)模式兩種。線式督導(dǎo)模式主要表現(xiàn)為逐層單一傳遞式和逐層合作傳遞式;督學(xué)責(zé)任區(qū)模式主要表現(xiàn)為督學(xué)責(zé)任區(qū)輻射式運(yùn)行模式和督學(xué)責(zé)任區(qū)跨越、差異式運(yùn)行模式。2.本研究通過(guò)文本分析、觀察法及訪談法,以五星級(jí)評(píng)估、教師基本功大賽、責(zé)任督學(xué)掛牌督導(dǎo)、幼兒園承接培訓(xùn)項(xiàng)目等學(xué)前教育督導(dǎo)活動(dòng)為例,進(jìn)行深度探究沈陽(yáng)市某區(qū)學(xué)前教育督導(dǎo)的具體運(yùn)行方式、運(yùn)行過(guò)程。得出,逐層單一傳遞式學(xué)前教育督導(dǎo)采用集權(quán)式的運(yùn)行方式和行政主導(dǎo)的運(yùn)行過(guò)程;逐層合作傳遞式學(xué)前教育督導(dǎo)采用分權(quán)式的運(yùn)行方式和融合聯(lián)結(jié)的運(yùn)行過(guò)程;輻射式學(xué)前教育督導(dǎo)采用幫帶式的運(yùn)行方式和引領(lǐng)聯(lián)結(jié)的運(yùn)行過(guò)程;跨越差異式采用委任式運(yùn)行方式和教科研主導(dǎo)的運(yùn)行過(guò)程。任務(wù)需求不同,運(yùn)行模式、運(yùn)行過(guò)程、運(yùn)行方式也不盡相同,不同模式與類型既有其優(yōu)勢(shì),但在發(fā)展中也存在不足,可從構(gòu)建學(xué)前教育督導(dǎo)的法律地位,明確學(xué)前教育督導(dǎo)行政職能,提升學(xué)前教育督導(dǎo)隊(duì)伍專業(yè)化等方面進(jìn)行總體完善。
[Abstract]:The importance and support of national policies and regulations lay the foundation for promoting the research of preschool education supervision. District (county) supervision institutions can improve the quality of preschool education. Many practical problems challenge preschool education supervision. Therefore, this study chooses preschool education supervisor as the theme of the study, and through the search of authoritative databases such as China knowledge Network, we find that scholars have more research on educational supervision, but the relevant research on preschool education supervision is not particularly rich. Moreover, there are many studies on the supervision and evaluation of preschool education and comparative education. Most of these studies explain the beneficial experience of preschool education supervision in developed countries, and compare it with the supervision mechanism of our country, so as to put forward some suggestions for the development of preschool education supervision in China. At the same time, the researchers found that the supervision of preschool education started later in China, and the supervision of preschool education was even later. At present, there are few comprehensive analysis and research on preschool education supervision from the aspect of practice and operation, which is exactly the problem that preschool education supervision must solve. This study selects "District (county) preschool education supervision operation mechanism research-taking a certain district of Shenyang city as an example" to carry on the research, regards the practical operation level as the breakthrough point, through Shenyang city (county) preschool education supervision movement mechanism pattern and the performance, The operation mode and process are studied in order to provide feasible suggestions for district (county) preschool education department. In order to explore the operation mechanism of preschool education in the district (county), the researcher took a district in Shenyang as an example. The research contents are divided into the following two aspects: one is the mode and performance of preschool education supervision mechanism in district (county) and the other is the operation mode and process of district (county) preschool education supervision. The results show that: 1. Based on the interview method and the text analysis method, this paper studies the operation mode and performance of preschool education supervision in a certain district of Shenyang. It is concluded that there are two types of operation mechanism mode of preschool education supervision at district (county) level: wired supervision mode and supervision responsibility area mode. The line supervision mode is mainly shown as single transfer mode and cooperation transfer mode, and the supervision responsibility area mode is mainly shown as the radial operation mode of supervision responsibility area and the crossing of supervision responsibility area, and the differential operation mode. 2. Through text analysis, observation and interview, this study takes five star evaluation, teachers' basic skills contest, responsibility supervision and supervision, kindergarten undertaking training projects and other pre-school supervision activities as examples. To conduct a deep exploration of the specific operation mode and operation process of preschool education supervision in a certain district of Shenyang. It is concluded that the single transfer preschool education supervision adopts the centralized operation mode and the administrative leading operation process, the cooperation transfer preschool education supervision adopts the decentralized operation mode and the fusion connection operation process. The radial preschool education supervision adopts the operation mode of belt type and the running process of leading and connecting, and the operation mode of surpassing difference adopts the appointed mode and the leading process of teaching and research. The task needs are different, the operation mode, operation process and operation mode are different, different modes and types have their advantages, but there are also shortcomings in the development, so we can construct the legal status of preschool education supervision. Make clear the administrative function of preschool education supervision and improve the professionalization of preschool education supervision team.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G619.2

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