【摘要】：本研究主要采用個(gè)案研究法對幼兒園教師的課程建設(shè)能力進(jìn)行了較為深入的研究。主要研究內(nèi)容包括:1.嘗試進(jìn)行教師課程建設(shè)能力的理論建構(gòu);2.呈現(xiàn)一位教師課程建設(shè)能力發(fā)展的情況,揭示其發(fā)展過程和發(fā)展路徑;3.提出發(fā)展教師課程建設(shè)能力的建議。研究發(fā)現(xiàn),觀察分析能力、課程設(shè)計(jì)能力、活動組織能力、診斷評價(jià)能力和反思教學(xué)能力是幼兒園教師課程建設(shè)能力的核心要素,每一種能力都具有相對獨(dú)立性,但又是相互依存的關(guān)系,具有實(shí)踐性、發(fā)展性和靈活性的特點(diǎn)。此外,筆者較為完整地呈現(xiàn)了一位教師在課程游戲化背景下課程建設(shè)能力的發(fā)展過程,可以看出其課程建設(shè)能力呈“教師中心”向“兒童中心”轉(zhuǎn)移的思維趨向,也預(yù)示著教師正在實(shí)現(xiàn)“課程實(shí)施者”向“課程建設(shè)者”的行為轉(zhuǎn)向。具體表現(xiàn)為:教師不再窄化理解“觀察”,具備初步的觀察意識和能力,嘗試對照《指南》解讀幼兒的行為;也不再忠于“教材”,開始調(diào)整課程內(nèi)容,發(fā)展起對一日生活、學(xué)習(xí)環(huán)境和課程資源的設(shè)計(jì)能力,給幼兒提供游戲的時(shí)間、空間和材料;同時(shí),嘗試將游戲活動常態(tài)化,愿意在日常生活中客觀地評價(jià)幼兒,較為主動地反思自身的教育教學(xué)行為。但也存在對觀察結(jié)果的解讀不夠準(zhǔn)確、各環(huán)節(jié)的設(shè)計(jì)聯(lián)系性不強(qiáng)、組織形式單一、評價(jià)有效性不高,反思不夠深入等問題。接著,筆者剖析了教師課程建設(shè)能力發(fā)展的過程性特征,發(fā)現(xiàn)教師的課程建設(shè)能力是在各能力的交互作用中逐漸發(fā)展的,尤其依賴于教師的主動參與。最后,筆者先探尋了教師如何在課程改革中實(shí)現(xiàn)課程建設(shè)能力的發(fā)展,重點(diǎn)強(qiáng)調(diào)教師自身應(yīng)具備發(fā)展課程建設(shè)能力的意識,要依托原有的專業(yè)理念、知識和能力,進(jìn)行以幼兒為本的教師課程建設(shè)的探索。同時(shí),建議教師把觀察分析能力作為發(fā)展課程建設(shè)能力的基礎(chǔ),結(jié)合教學(xué)實(shí)踐進(jìn)行課程建設(shè)能力的理論學(xué)習(xí),以此促進(jìn)課程建設(shè)能力的發(fā)展。
[Abstract]:This study mainly adopts case study method to study the curriculum construction ability of kindergarten teachers. The main contents are as follows: 1. Try to construct the theory of teachers' curriculum construction ability; 2. It presents the development of a teacher's curriculum building capacity, reveals its development process and development path; 3. Some suggestions are put forward to develop the ability of teachers' curriculum construction. The study found that the ability of observation and analysis, curriculum design, activity organization, diagnosis and evaluation and reflective teaching are the core elements of curriculum building ability of kindergarten teachers, each of which is relatively independent. But it is interdependent and has the characteristics of practicality, development and flexibility. In addition, the author presents the development process of a teacher's curriculum construction ability under the background of curriculum play, and can see that the curriculum construction ability is the thinking trend of "teacher center" to "children center". It also indicates that teachers are turning from "curriculum implementers" to "curriculum builders". The specific manifestations are: teachers no longer narrow understanding of "observation", have a preliminary awareness of observation and ability, try to read the behavior of young children against the guide; Also no longer loyal to the "textbook", began to adjust the content of the curriculum, to develop a day of life, learning environment and curriculum resources design ability, to provide children with the time, space and materials for play; At the same time, we try to normalize the game activities, be willing to evaluate children objectively in our daily life, and reflect on their own educational and teaching behaviors. However, there are still some problems such as inaccuracy in the interpretation of observation results, weak connection of design in each link, single organizational form, low evaluation effectiveness, insufficient reflection and so on. Then, the author analyzes the process characteristics of the development of teachers' curriculum building ability, and finds that the teachers' curriculum building ability develops gradually in the interaction of various abilities, especially depends on the teachers' active participation. Finally, the author first explores how teachers can realize the development of curriculum construction ability in curriculum reform, emphasizing that teachers themselves should have the consciousness of developing curriculum construction ability and rely on their original professional ideas, knowledge and ability. To explore the curriculum construction of preschool-based teachers. At the same time, it is suggested that teachers should take the ability of observation and analysis as the basis for the development of the ability of curriculum construction, and combine the teaching practice with the theoretical study of the ability of curriculum construction so as to promote the development of the ability of curriculum construction.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G615

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