幼儿园教师课程决策的个案研究
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摘要
20世纪教育民主化潮流确立了教师在教育及课程改革中的主体地位,课程权利的下移以及世界各国对地方课程及校本课程的开发,一切都内在地要求教师的支持和参与。课程改革迫切地需要发挥教师的主体作用,要求教师能够以团体成员的身份,通过合作、对话与交流的方式,平等地进入课程开发与决策的行列中来。
“学前教育作为基础教育的一个组成部分,是学校教育和终身教育的初始阶段”。新世纪伊始,伴随新一轮基础教育课程改革的实施与推进,我国学前教育课程改革也不断深入展开。2001年6月,国家教育部颁布了《幼儿园教育指导纲要(试行)》,一方面,为我国幼儿园“园本课程”开发确立了开放性的理念;另一方面,充分肯定了幼儿园教师在幼儿教育中的作用和地位。面对21世纪幼儿教育加速改革的现实,幼儿园教师肩负着极为重要的使命和任务,积极参与幼儿园的课程开发与建设,成为课程的开发者、决策者、研究者以及课程意义的建构者,是当下幼儿园教师必然面临的现实问题和新的挑战。
本论文以质化研究为取向,采用工具性个案研究的方法,对一所普通幼儿园教师课程决策的基本状况进行考察,通过对幼儿园教师课程决策的内容范围、决策的过程与方法等方面的解释性理解和描述,分析该幼儿园教师课程决策的基本特征及其相关的影响因素,最终形成基本的研究结论并提出相应的建议。论文的基本框架如下:
导论部分分析阐释了研究的背景、研究目的、意义和研究的基本问题。第一章对课程决策的基本问题及其相关研究进行梳理和归纳。第二章确立了研究方法及具体的研究思路。第三章、第四章和第五章分别从不同层面入手,对个案幼儿园教师课程决策的基本状况进行描述和分析。第六章、第七章和第八章根据个案研究的资料,初步形成研究的结果及基本结论。研究表明:
(1)幼儿园教师集体层面的课程决策、教师在教学活动中以及在幼儿园日常活动中的课程决策具有各自不同的特征。首先,教师集体课程决策属于课程设计技术层面的决策;教师集体课程决策通常以集体审议的模式展开;同时,教师集体课程决策通常形成多样化的决策结果。其次,教师在教学活动中的课程决策实质是对教学要素设计及调节的过程;教师不同教学阶段的课程决策类型上具有一定差异;教学活动中的课程决策通常是教师对课程个性化选择的结果。第三,教师日常活动中的课程决策是随机生成课程的过程;日常活动中的课程决策多以幼儿生活事件和生存发展为主题;并且,日常活动中的课程决策体现了教师积极的课程意识。
(2)幼儿园教师课程决策受诸多因素的影响。首先,幼儿心理发展的特征影响教师对课程诸要素的选择与决定;幼儿成长发展的现实表现经常引发教师自主性地生成课程。其次,教师自身的专业知识是其课程决策的理论基础;教师的教育教学经验是其课程决策的实践依据;教师信念是其课程决策的内驱动力。第三,幼儿园赋予教师的课程权力空间对教师课程决策具有直接的影响;不同的合作文化对教师课程决策产生不同结果;同时,幼儿园物质资源及环境对教师课程决策具有一定的制约性。此外,家园互动合作成效以及家长对幼儿的期望等方面也给教师课程决策带来一定的影响。
(3)在综合分析幼儿园教师课程决策基本特征及影响因素的基础上,形成了本研究的基本结论和相关建议:首先,幼儿园教师相对拥有较大的课程决策空间;其次,教师课程决策是对幼儿园课程的阶段性完善过程;第三,幼儿园教师课程决策以幼儿的发展为主要依据;第四,幼儿园教师课程决策的方式通常以直觉决策为主;第五,幼儿园教师自身因素对课程决策具有决定性影响;第六,幼儿园教师课程决策是其自身专业发展的有效路径。在上述结论的基础上,研究者建议:应进一步通过赋权来充分发挥教师课程决策的主体性;利用多种途径来增强教师的课程决策能力;同时,发挥与协调教师不同层面课程决策的作用与联系性;在此基础上,为幼儿园教师课程决策提供多种资源及环境支持。
The tendency of democratization in the 20th-century education has witnessed the establishment of the major role a teacher who plays in the education and curriculum reform. The descending power of curriculum, as well as the exploration of the local and the school-based curriculum of countries all over the world, demand the support and involvement of teachers. There’s an urgent need of bringing into play the major role of teachers in curriculum reform so that teachers will, as a member of the unity, find an entry into the team of curriculum exploration and decision, by means of cooperation, dialogue and communication.
“Pre-school education, as a part of fundamental education, is the primary stage of school education and life-long education.”At the beginning of the new century, with the practice and advancement of the new curriculum reform in fundamental education, the curriculum reform in pre-school education has been deepened, too. In June, 2001, the Ministry of Education enacted“The Outline of Education Guide in Kindergarten(try-out version)”, which, on the one hand, sets an open idea for the“kindergarten-based curriculum”for kindergartens, and, on the other, fully assures the function and status of kindergarten teachers in nursery education. Therefore, kindergarten teachers shoulder tasks and missions of great importance when faced with the accelerating pace of reform in the 21st-century nursery education. They are expected to be fully engaged in the exploration and construction of the kindergarten curriculum, becoming the developer, decision-maker, researcher and builder of the curriculum. What’s mentioned above is the reality and new challenges kindergarten teachers have to encounter at the present.
This research is qualitative-research oriented, investigating into the basic situation of teachers’curriculum decision in an ordinary kindergarten by means of instrumental case study. The concept as well as the content of curriculum decision-making, together with the process and the approaches, is rendered explanative understanding and description; also, numerous factors which influence the decision-making and fundamental features in curriculum are analyzed so that the basic conclusion and suggestion should finally come into being. The basic structure of this dissertation is as follows:
The introduction part analyzes and illuminates the background, purpose, meaning and basic questions of the research. In the first chapter, the basic questions and the relevant research in curriculum decision-making are straightened up and concluded. In the second chapter, the research approaches and specific research ideas are fixed. As for the third, the fourth and the fifth chapter, they focus on, from different levels, the description and analysis of the basic situation of kindergarten teachers’curriculum decision-making as a case study. In the following chapter six, seven and eight, the rudiment result of the research and the basic conclusion come into being. According to the research:
1. The curriculum decision-making of kindergarten teachers in the collective level is different from the decision-making in teaching activities and daily activities, each bearing its own distinctively different features. Firstly, teachers’collective curriculum decision-making belongs to the technical stage of curriculum design and therefore always takes on the form of collective deliberation. In addition, teachers’collective curriculum decision-making usually leads to various results. Secondly, teachers’curriculum decision-making in teaching activities is, by nature, a process of designing and adjusting the teaching elements. At different teaching stages, teachers’curriculum decision-making is varied to some extent in types, and it is the result of personal selection by teachers. Thirdly, the curriculum decision-making in daily activities is the process that creates curriculums and it usually adopts the theme of kids’life incidents, survival and development. Moreover, the curriculum decision-making in daily activities embodies teachers’active ideas in curriculums.
2. The curriculum decision-making of kindergarten teachers is under many impacts. Firstly, the characteristic of children’s psychological development imposes influence upon the choice and decision of the factors of the curriculum. The actual performance of children during the period of their growth and development often intrigues teachers to generate curriculums automatically. Secondly, teachers’knowledge in his specialty serves as the theoretical basis of the curriculum decision-making, and teachers’teaching experience is the foundation of practice adopted for the curriculum decision-making. Furthermore, teachers’belief is an inner driving force of his curriculum decision-making. Thirdly, the extent of power bestowed to the teacher by the kindergarten has a direct impact upon a teacher’s decision-making in the curriculum. Different cooperative cultures will lead to different results in terms of teachers’curriculum decision-making. Simultaneously, the material resource along with the environment imposes some limitation upon a teacher’s curriculum decision-making. Besides, the efficiency of home-kindergarten cooperation and parents’expectation upon the children will also bring about some impacts upon teachers’curriculum decision-making.
3. On the basis of the comprehensive analysis of the fundamental features as well as the factors of impacts of kindergarten teachers’curriculum decision-making, we’ve arrived at the basic conclusion and suggestion of the research. Firstly, a kindergarten teacher has relatively wider freedom in deciding the curriculum. Secondly, a teacher’s curriculum decision-making is a process involving the periodical perfection of a kindergarten’s curriculum. Thirdly, kindergarten teachers’curriculum decision making is usually based on chridren’s development. Fourthly, the major way of a kindergarten teacher’s curriculum decision-making is, by and large, intuitive. Fifthly, the individual quality of a kindergarten teacher has a decisive impact upon the curriculum decision-making. Lastly, teacher’s curriculum decision-making is an effictive path leading to the teachers’professional development. On the basis of the above conclusions, it’s suggested that the subjectivity of a teacher’s curriculum decision-making should be fully brought into play by empowering him. In addition, various ways should be adopted to strengthen the teacher’s ability in curriculum decision-making. On such a basis, the function and connection of teachers’curriculum decision-making at different levels should be exerted and coordinated. At the same time, various resources and environmental support should be rendered for kindergarten teachers’curriculum decision-making.
“学前教育作为基础教育的一个组成部分,是学校教育和终身教育的初始阶段”。新世纪伊始,伴随新一轮基础教育课程改革的实施与推进,我国学前教育课程改革也不断深入展开。2001年6月,国家教育部颁布了《幼儿园教育指导纲要(试行)》,一方面,为我国幼儿园“园本课程”开发确立了开放性的理念;另一方面,充分肯定了幼儿园教师在幼儿教育中的作用和地位。面对21世纪幼儿教育加速改革的现实,幼儿园教师肩负着极为重要的使命和任务,积极参与幼儿园的课程开发与建设,成为课程的开发者、决策者、研究者以及课程意义的建构者,是当下幼儿园教师必然面临的现实问题和新的挑战。
本论文以质化研究为取向,采用工具性个案研究的方法,对一所普通幼儿园教师课程决策的基本状况进行考察,通过对幼儿园教师课程决策的内容范围、决策的过程与方法等方面的解释性理解和描述,分析该幼儿园教师课程决策的基本特征及其相关的影响因素,最终形成基本的研究结论并提出相应的建议。论文的基本框架如下:
导论部分分析阐释了研究的背景、研究目的、意义和研究的基本问题。第一章对课程决策的基本问题及其相关研究进行梳理和归纳。第二章确立了研究方法及具体的研究思路。第三章、第四章和第五章分别从不同层面入手,对个案幼儿园教师课程决策的基本状况进行描述和分析。第六章、第七章和第八章根据个案研究的资料,初步形成研究的结果及基本结论。研究表明:
(1)幼儿园教师集体层面的课程决策、教师在教学活动中以及在幼儿园日常活动中的课程决策具有各自不同的特征。首先,教师集体课程决策属于课程设计技术层面的决策;教师集体课程决策通常以集体审议的模式展开;同时,教师集体课程决策通常形成多样化的决策结果。其次,教师在教学活动中的课程决策实质是对教学要素设计及调节的过程;教师不同教学阶段的课程决策类型上具有一定差异;教学活动中的课程决策通常是教师对课程个性化选择的结果。第三,教师日常活动中的课程决策是随机生成课程的过程;日常活动中的课程决策多以幼儿生活事件和生存发展为主题;并且,日常活动中的课程决策体现了教师积极的课程意识。
(2)幼儿园教师课程决策受诸多因素的影响。首先,幼儿心理发展的特征影响教师对课程诸要素的选择与决定;幼儿成长发展的现实表现经常引发教师自主性地生成课程。其次,教师自身的专业知识是其课程决策的理论基础;教师的教育教学经验是其课程决策的实践依据;教师信念是其课程决策的内驱动力。第三,幼儿园赋予教师的课程权力空间对教师课程决策具有直接的影响;不同的合作文化对教师课程决策产生不同结果;同时,幼儿园物质资源及环境对教师课程决策具有一定的制约性。此外,家园互动合作成效以及家长对幼儿的期望等方面也给教师课程决策带来一定的影响。
(3)在综合分析幼儿园教师课程决策基本特征及影响因素的基础上,形成了本研究的基本结论和相关建议:首先,幼儿园教师相对拥有较大的课程决策空间;其次,教师课程决策是对幼儿园课程的阶段性完善过程;第三,幼儿园教师课程决策以幼儿的发展为主要依据;第四,幼儿园教师课程决策的方式通常以直觉决策为主;第五,幼儿园教师自身因素对课程决策具有决定性影响;第六,幼儿园教师课程决策是其自身专业发展的有效路径。在上述结论的基础上,研究者建议:应进一步通过赋权来充分发挥教师课程决策的主体性;利用多种途径来增强教师的课程决策能力;同时,发挥与协调教师不同层面课程决策的作用与联系性;在此基础上,为幼儿园教师课程决策提供多种资源及环境支持。
The tendency of democratization in the 20th-century education has witnessed the establishment of the major role a teacher who plays in the education and curriculum reform. The descending power of curriculum, as well as the exploration of the local and the school-based curriculum of countries all over the world, demand the support and involvement of teachers. There’s an urgent need of bringing into play the major role of teachers in curriculum reform so that teachers will, as a member of the unity, find an entry into the team of curriculum exploration and decision, by means of cooperation, dialogue and communication.
“Pre-school education, as a part of fundamental education, is the primary stage of school education and life-long education.”At the beginning of the new century, with the practice and advancement of the new curriculum reform in fundamental education, the curriculum reform in pre-school education has been deepened, too. In June, 2001, the Ministry of Education enacted“The Outline of Education Guide in Kindergarten(try-out version)”, which, on the one hand, sets an open idea for the“kindergarten-based curriculum”for kindergartens, and, on the other, fully assures the function and status of kindergarten teachers in nursery education. Therefore, kindergarten teachers shoulder tasks and missions of great importance when faced with the accelerating pace of reform in the 21st-century nursery education. They are expected to be fully engaged in the exploration and construction of the kindergarten curriculum, becoming the developer, decision-maker, researcher and builder of the curriculum. What’s mentioned above is the reality and new challenges kindergarten teachers have to encounter at the present.
This research is qualitative-research oriented, investigating into the basic situation of teachers’curriculum decision in an ordinary kindergarten by means of instrumental case study. The concept as well as the content of curriculum decision-making, together with the process and the approaches, is rendered explanative understanding and description; also, numerous factors which influence the decision-making and fundamental features in curriculum are analyzed so that the basic conclusion and suggestion should finally come into being. The basic structure of this dissertation is as follows:
The introduction part analyzes and illuminates the background, purpose, meaning and basic questions of the research. In the first chapter, the basic questions and the relevant research in curriculum decision-making are straightened up and concluded. In the second chapter, the research approaches and specific research ideas are fixed. As for the third, the fourth and the fifth chapter, they focus on, from different levels, the description and analysis of the basic situation of kindergarten teachers’curriculum decision-making as a case study. In the following chapter six, seven and eight, the rudiment result of the research and the basic conclusion come into being. According to the research:
1. The curriculum decision-making of kindergarten teachers in the collective level is different from the decision-making in teaching activities and daily activities, each bearing its own distinctively different features. Firstly, teachers’collective curriculum decision-making belongs to the technical stage of curriculum design and therefore always takes on the form of collective deliberation. In addition, teachers’collective curriculum decision-making usually leads to various results. Secondly, teachers’curriculum decision-making in teaching activities is, by nature, a process of designing and adjusting the teaching elements. At different teaching stages, teachers’curriculum decision-making is varied to some extent in types, and it is the result of personal selection by teachers. Thirdly, the curriculum decision-making in daily activities is the process that creates curriculums and it usually adopts the theme of kids’life incidents, survival and development. Moreover, the curriculum decision-making in daily activities embodies teachers’active ideas in curriculums.
2. The curriculum decision-making of kindergarten teachers is under many impacts. Firstly, the characteristic of children’s psychological development imposes influence upon the choice and decision of the factors of the curriculum. The actual performance of children during the period of their growth and development often intrigues teachers to generate curriculums automatically. Secondly, teachers’knowledge in his specialty serves as the theoretical basis of the curriculum decision-making, and teachers’teaching experience is the foundation of practice adopted for the curriculum decision-making. Furthermore, teachers’belief is an inner driving force of his curriculum decision-making. Thirdly, the extent of power bestowed to the teacher by the kindergarten has a direct impact upon a teacher’s decision-making in the curriculum. Different cooperative cultures will lead to different results in terms of teachers’curriculum decision-making. Simultaneously, the material resource along with the environment imposes some limitation upon a teacher’s curriculum decision-making. Besides, the efficiency of home-kindergarten cooperation and parents’expectation upon the children will also bring about some impacts upon teachers’curriculum decision-making.
3. On the basis of the comprehensive analysis of the fundamental features as well as the factors of impacts of kindergarten teachers’curriculum decision-making, we’ve arrived at the basic conclusion and suggestion of the research. Firstly, a kindergarten teacher has relatively wider freedom in deciding the curriculum. Secondly, a teacher’s curriculum decision-making is a process involving the periodical perfection of a kindergarten’s curriculum. Thirdly, kindergarten teachers’curriculum decision making is usually based on chridren’s development. Fourthly, the major way of a kindergarten teacher’s curriculum decision-making is, by and large, intuitive. Fifthly, the individual quality of a kindergarten teacher has a decisive impact upon the curriculum decision-making. Lastly, teacher’s curriculum decision-making is an effictive path leading to the teachers’professional development. On the basis of the above conclusions, it’s suggested that the subjectivity of a teacher’s curriculum decision-making should be fully brought into play by empowering him. In addition, various ways should be adopted to strengthen the teacher’s ability in curriculum decision-making. On such a basis, the function and connection of teachers’curriculum decision-making at different levels should be exerted and coordinated. At the same time, various resources and environmental support should be rendered for kindergarten teachers’curriculum decision-making.
引文
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