【摘要】： 近年來,隨著社會的發(fā)展和課程改革的深入,人們意識到幼兒園課程是幼兒教育改革的核心,但同時也更清楚的意識到教師的專業(yè)化發(fā)展是課程改革成功的一個關(guān)鍵因素。但就目前有關(guān)幼兒園課程發(fā)展與教師專業(yè)化發(fā)展的研究來看,主要是理論上面的研究,并且主要是研究中小學(xué)課程改革和教師專業(yè)化發(fā)展。而有關(guān)幼兒園課程改革和幼兒教師專業(yè)化的實踐研究卻很少。 基于以上的分析與思考,本文采用理論分析、個案研究、訪談等方式,呈現(xiàn)目前幼兒教師在教學(xué)實踐中參與課程的發(fā)展現(xiàn)狀,并通過對北京市中華女子幼兒園三位優(yōu)秀幼兒教師的訪談,探討課程發(fā)展中教師實現(xiàn)專業(yè)化發(fā)展的途徑,力求達到理論與實踐上的有機結(jié)合。 本研究首先從理論上闡述了幼兒園課程、幼兒園課程改革、幼兒教師專業(yè)化以及它們之間的關(guān)系。其次,通過對教學(xué)案例(火的故事、頭發(fā)的故事、時鐘的故事)的描述對教師參與課程發(fā)展進行了分析。通過對案例的分析、教師訪談的總結(jié),本研究認為,教師要實現(xiàn)其專業(yè)發(fā)展,最有效的途徑就是教師研究課程、參與課程,以課程發(fā)展為契機來促進自身的專業(yè)化發(fā)展。最后,本文對課程發(fā)展中教師實現(xiàn)專業(yè)化發(fā)展提出了一些建議:1、轉(zhuǎn)變教育觀念,樹立專業(yè)形象;2、教師參與課程開發(fā);3、教學(xué)活動形式多樣化;4、突出“評價”的發(fā)展理念;5、園本培訓(xùn)為主要形式的教師在職培訓(xùn)。
[Abstract]:In recent years, with the development of society and the deepening of curriculum reform, people realize that kindergarten curriculum is the core of preschool education reform, but also more clearly realize that the professional development of teachers is a key factor for the success of curriculum reform. However, from the current research on kindergarten curriculum development and teachers' professional development, it is mainly the theoretical research, and the primary and secondary school curriculum reform and teacher professional development. However, there are few practical studies on kindergarten curriculum reform and preschool teacher specialization. Based on the above analysis and thinking, this paper uses theoretical analysis, case study, interviews and other methods to present the current situation of preschool teachers' participation in curriculum development in teaching practice. Through the interview with three excellent kindergarten teachers in Beijing, this paper probes into the ways for the teachers to realize the professional development in the course of curriculum development, in order to achieve the organic combination of theory and practice. Firstly, this study theoretically expounds kindergarten curriculum, kindergarten curriculum reform, preschool teacher specialization and their relationship. Secondly, teachers' participation in curriculum development is analyzed by describing teaching cases (fire story, hair story, clock story). Through the analysis of cases and the conclusion of teachers' interviews, this study holds that the most effective way for teachers to achieve their professional development is to study the curriculum, participate in the curriculum, and take the curriculum development as an opportunity to promote their own professional development. Finally, this paper puts forward some suggestions on how to realize the professional development of teachers in the course of curriculum development. Setting up a professional image, teachers participating in curriculum development, teaching activities in a variety of forms, highlighting the "evaluation" of the development of the concept of 5, garden based training as the main form of in-service training of teachers.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G612

【引證文獻】

相關(guān)碩士學(xué)位論文 前3條

1 孫麗影;幼兒教師課程權(quán)力個案研究[D];哈爾濱師范大學(xué);2010年

2 米瑞芬;蒙古族幼兒園教師在課程資源開發(fā)中的專業(yè)發(fā)展研究[D];內(nèi)蒙古師范大學(xué);2010年

3 高娃;蒙古族幼兒舞蹈課程資源開發(fā)與利用研究[D];內(nèi)蒙古師范大學(xué);2012年

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本文編號：2141198