【摘要】： 寄宿制幼兒園在我國(guó)已有50多年的歷史,且隨著經(jīng)濟(jì)的發(fā)展呈現(xiàn)逐年增加的趨勢(shì)。但從對(duì)兒童發(fā)展的影響來說,有關(guān)專家針對(duì)學(xué)前期幼兒的寄宿教育問題一直爭(zhēng)論不休,褒貶不一。最根本的問題就在于,寄宿制幼兒園應(yīng)該如何彌補(bǔ)幼兒所欠缺的父母關(guān)愛,加強(qiáng)孩子與家長(zhǎng)之間的情感聯(lián)系。 在我國(guó)針對(duì)寄宿幼兒專門設(shè)置的課程很少見,針對(duì)寄宿制幼兒特點(diǎn)和需求進(jìn)行教育活動(dòng)整體實(shí)施的研究更是鮮見。本文以上海市Z幼兒園為個(gè)案,采用文獻(xiàn)法、觀察法、訪談法等對(duì)Z幼兒園的寄宿制特色課程的設(shè)置、實(shí)施的現(xiàn)狀及影響因素進(jìn)行了研究與分析,并提出了建議。 本研究首先從理論上梳理了課程、園本課程與寄宿制特色課程之間的關(guān)系,強(qiáng)調(diào)了寄宿制教育的獨(dú)特性和設(shè)置寄宿制特色課程的必要性。 其次,在課程實(shí)施現(xiàn)狀中,本研究描述了Z幼兒園設(shè)置和開展寄宿制特色課程的情況;并對(duì)課程目標(biāo)的確定、課程內(nèi)容的選擇、課程的組織和實(shí)施方面進(jìn)行了客觀分析;通過觀察和訪談,研究指出教師自身的因素(教師的知識(shí)能力、教師的信念、教師的課程實(shí)施取向等)和外部的影響因素(政策的支持、教學(xué)資源、z幼兒園的文化氛圍等)是相互關(guān)聯(lián)的,直接制約特色課程的實(shí)施成敗。 根據(jù)對(duì)Z幼兒園寄宿制特色課程實(shí)施的現(xiàn)狀及影響因素的分析,本研究對(duì)Z幼兒園特色課程實(shí)施提出了如下建議:1、建構(gòu)幼兒園課程建設(shè)共同體,結(jié)合園長(zhǎng)、教師、專家、教育部門等全方位、多角度的力量共同建設(shè)和修整課程;2、嘗試多元化的課程研究,加強(qiáng)“個(gè)人反思”與“伙伴共生”的群體精神,促進(jìn)教師的專業(yè)發(fā)展;3、通過有效途徑尋求家長(zhǎng)和社會(huì)的支持。
[Abstract]:Boarding kindergartens have been in our country for more than 50 years, and with the development of economy, the trend is increasing year by year. However, from the perspective of children's development, experts have been arguing about early childhood boarding education. The fundamental problem is how to make up for the lack of parental care and strengthen the emotional relationship between children and parents. The special curriculum for boarding children is very rare in our country, and the research on the overall implementation of educational activities in response to the characteristics and needs of boarding children is even less. Taking Z kindergarten in Shanghai as an example, this paper studies and analyzes the characteristic curriculum of boarding system in Z kindergarten by means of literature, observation and interview, and puts forward some suggestions. This research firstly combs the relationship between curriculum, garden curriculum and boarding characteristic course theoretically, and emphasizes the uniqueness of boarding education and the necessity of setting up boarding characteristic curriculum. Secondly, in the course implementation present situation, this research has described the Z kindergarten establishment and the development boarding system characteristic curriculum situation, and has carried on the objective analysis to the curriculum goal determination, the curriculum content choice, the curriculum organization and the implementation aspect; Through observations and interviews, the study points out the factors of teachers themselves (teachers' knowledge ability, teachers' beliefs, teachers' curriculum implementation orientation, etc.) and external factors (policy support). The cultural atmosphere of the kindergarten is related to each other, which directly restricts the success or failure of the implementation of the characteristic curriculum. Based on the analysis of the current situation and the influencing factors of the implementation of Z kindergarten boarding characteristic curriculum, this study puts forward the following suggestions for the Z kindergarten characteristic curriculum implementation: 1, constructing the kindergarten curriculum construction community, combining with the kindergarten directors, teachers, experts, etc. Education departments and other all-round, multi-angle forces to jointly build and repair the curriculum, trying to diversify curriculum research, to strengthen "personal reflection" and "partner symbiosis" group spirit, To promote the professional development of teachers and seek the support of parents and society through effective ways.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G612

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 王萍;幼兒園課程實(shí)施現(xiàn)狀與特征的個(gè)案研究[D];東北師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前2條

1 高帥;幼兒園建筑安全性設(shè)計(jì)研究[D];鄭州大學(xué);2013年

2 高健;山東省成人高等教育特色課程建設(shè)研究[D];曲阜師范大學(xué);2013年

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本文編號(hào)：2138749